Artisan training and employment outcomes in Tanzania - Bennell, Paul; Mukyanuzi, Faustin; Kasogela, Maurice; Mutashubirwa, Francis; Klim, Mikkel (Compare: A Journal of Comparative and International Education, 2006)
Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:outcomes; P:artist; P:crafts; Survey; T:Training; Z:Craftsmen; Z:Feasibility studies; Z:Occupational training; Z:Quality of life; __C:filed:1; publicImportV1

The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“ - Bennell, Paul; Kadzamira, Esme (University of Sussex, Brighton, UK, 2002)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Teacher Motivation in Sub-Saharan Africa and South Asia - Bennell, Paul; Akyeampong, Kwame (DfID London, 2007)
Keywords: C:sub-Saharan Africa and South Asia; _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Turning a shove into a nudge? A" labeled cash transfer" for education - Benhassine, Najy; Devoto, Florencia; Duflo, Esther; Dupas, Pascaline; Pouliquen, Victor (American Economic Journal: Economic Policy, 2015)

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

LagunTest: A NLP Based Application to Enhance Reading Comprehension - Bengoetxea, Kepa; Gonzalez-Dios, Itziar; Aguirregoitia, Amaia (2020)
Keywords: _C:Belgium BEL; _C:Catalan Republic XCATA; _C:France FRA; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Methods for evidence synthesis in the case of very few studies - Bender, Ralf; Friede, Tim; Koch, Armin; Kuss, Oliver; Schlattmann, Peter; Schwarzer, Guido; Skipka, Guido (Research Synthesis Methods, 2018)
In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care.
Keywords: common effect; evidence synthesis; fixed effects; meta-analysis; random effects; very few studies

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Keywords: Final_citation; ⛔ No DOI found

Education for All 2000–2015: Review and perspectives - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Köseleci Blanchy, Nihan; Longlands, Helen; McWilliam, Alasdair (ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2015)
Keywords: ⛔ No DOI found

Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma (The Handbook of Global Education Policy, 2016)

Digital Transformation in Higher Education Institutions: A Systematic Literature Review - Benavides, Lina María Castro; Tamayo Arias, Johnny Alexander; Arango Serna, Martín Darío; Branch Bedoya, John William; Burgos, Daniel (Sensors, 2020)
Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
Keywords: digital transformation; digitalization; higher education institution; systematic literature review; university

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Zandonella Callegher, Claudio; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
Keywords: Mathematics; SEND; _Import_to_OpenDevEd_EvLib; learning difficulties

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Callegher, Claudio Zandonella; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
Keywords: Final_citation; cited; existing

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
Keywords: ___working_potential_duplicate

COVID-19 and education: restructuring after the pandemic - Bellini, Maria Irene; Pengel, Liset; Potena, Luciano; Segantini, Luca; Group, ESOT COVID-19 Working (Transplant International, 2021)
COVID-19 challenges to keep a valuable educational offer with lockdown measures and social distancing are reviewed. Scientific Societies had to think of new alternatives to maintain meetings with conversion to a virtual format and development of online resources, rapidly available and broadly accessible. Other in person activities as face-to-face clinics have been substituted by telemedicine; the same happened with surgical training in theatre, given the suspension of most of the operations. Finally, the need to share and communicate in a continuous evolving scenario, has impacted negatively the integrity of peer review process, not following the normal procedures to ensure scientific integrity and reproducibility in the earliest phases of the pandemic.
Keywords: COVID-19; _genre:LR-literature_review; education; pandemic; telemedicine; webinar

Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR) - Beller, Elaine; Clark, Justin; Tsafnat, Guy; Adams, Clive; Diehl, Heinz; Lund, Hans; Ouzzani, Mourad; Thayer, Kristina; Thomas, James; Turner, Tari; Xia, Jun; Robinson, Karen; et al. (Systematic Reviews, 2018)
Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits.
Keywords: Automation; Collaboration; Systematic review; _TBC for use ailr-2024

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education - Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju (Review of Educational Research, 2017)
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
Keywords: Bayesian network meta-analysis; STEM; cognitive tutor; intelligent tutoring systems; problem-centered instruction; scaffold

Instructional Scaffolding: Foundations and Evolving Definition - Belland, Brian R. (Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence, 2017)
This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.
Keywords: ACT-R; Activity theory; Adding; Computer-based scaffolding; Contingency; Design of scaffolding; Dynamic assessment; Fading; Fading/adding; Intelligent tutoring systems; Intersubjectivity; Knowledge integration; One-to-one scaffolding; Peer scaffolding

COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike - Bella, Professor Hassan (Sudan Journal of Medical Sciences (SJMS), 2020)
Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time.
Keywords: _AcademicRecoveryOECS

CS Unplugged—How Is It Used, and Does It Work? - Bell, Tim; Vahrenhold, Jan (Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications, 2018)
Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its eﬀectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reﬂect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use.

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
Keywords: _C:Sierra Leone SLE

COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. - Belay, Degwale Gebeyehu (Pedagogical Research, 2020)

How newly qualified primary teachers develop: A case study in rural Eritrea - Belay, Abraham; Ghebreab, Freweini; Ghebremichael, Tewolde; Ghebreselassie, Asmerom; Holmes, John; White, Goodith (International Journal of Educational Development, 2007)
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.
Keywords: African education; Educational quality; Rural education; Teacher development; __C:filed:1

Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills - Belafi, Carmen; Hwa, Yue-Yi; Kaffenberger, MIchelle (Research on Improving Systems of Education (RISE), 2020)

Bitcoin price evolution versus energy consumption; trend analysis - Bejan, Crina Anina; Bucerzan, Dominic; Crăciun, Mihaela Daciana (Applied Economics, 2023)
Digital technology developments shape the behaviour, performances, standards of society, organizations and individuals imposing new ways of payments and new forms of money. In this environment in 2008 was developed a new type of currency, namely Bitcoin. Cryptocurrency, as this new form of money has been generically called, puts pressure on the traditional concept of money. Today, the economic value of cryptocurrencies is attested by their circulation and acceptance by user communities for trade. However, establishing this value raises debates in the literature. The research from this paper investigates and analyses if there is a strong enough connectedness between Bitcoin price evolution and energy consumption tendency (for mining), to influence Bitcoin value. Public data from January 2014 to July 2021 is used. An Artificial Neural Network (ANN) was used to study and predict the tendency of Bitcoin price and energy consumption. A comparison between the forecasting trend and the real trend (the evolution of energy consumption and Bitcoin price) was made. The conducted research starts with a quantitative one and ends with a qualitative one (trends). The obtained results show that qualitatively, there is a good correlation between monthly average values of BTC prices and electricity consumption for mining.
Keywords: Artificial Neural Network (ANN); B23; C53; Cryptocurrency; E37; bitcoin; blockchain; energy consumption

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

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

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. - Bediou, Benoit; Adams, Deanne M.; Mayer, Richard E.; Tipton, Elizabeth; Green, C. Shawn; Bavelier, Daphne (Psychological Bulletin, 2018)
Keywords: Final_citation; cited; existing

Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology - Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki-Richter, Olaf; Kerres, Michael (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.

A review of the research literature on barriers to the uptake of ICT by teachers - Becta (2004)

What the research says about portable ICT devices in teaching and learning - Becta (What the Research Says, 2004)

Location Matters: A Geospatial Analysis of Principal Turnover in the Denver Metropolitan Area - Beckett, Lorna (2018)
Keywords: _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination - Becker, Sören L.; Liwanag, Harvy Joy; Snyder, Jedidiah S.; Akogun, Oladele B; Belizario., Vicente; Freeman, Matthew C.; Gyorkos, Theresa W.; Imtiaz, Rubina; Keiser, Jennifer; Krolewiecki, Alejandro; Levecke, Bruno; Mwandawiro, Charles; et al. (PLOS Neglected Tropical Diseases, 2018)

Educational outcomes and research from 1:1 computing settings - Bebell, D.; O'Dwyer, L. M. (Journal of Technology, Learning, and Assessment, 2010)
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement.
Keywords: ⛔ No DOI found

Mobile learning and the outdoors - BEAUCHAMP, GARY; YOUNG, NICK; PRICE, RUBY (Early Learning in the Digital Age, 2019)
Keywords: __C:filed:1

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

How can education systems rise up to the climate challenge? - Beardmore, Sarah; Martinez, Raphaelle; Tammi, Anna-Maria (Global Partnership for Education, 2022)
The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
Keywords: Final_citation; cited; existing

Can online learning communities foster professional development? - Beach, Richard (Language Arts, 2012)
Keywords: ⛔ No DOI found

Eye tracking methodology for studying teacher learning: A review of the research - Beach, Pamela; McConnel, Jen (International Journal of Research & Method in Education, 2019)

Sierra Leone Media Landscape Report - BBC Media Action (2018)
Keywords: _C:Sierra Leone SLE

Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK - Bayrakdar, Sait; Guveli, Ayse
Parents and schools were caught unprepared during the COVID-19 school closure. Since schools have a key role in creating equal opportunities, transferring schooling to families is likely to increase learning inequalities. Using the Understandings Society COVID-19 dataset, we find children who received free school meals, children from lower-educated and singleparent families and children with Pakistani or Bangladeshi backgrounds devote significantly less time to schoolwork at home. Schools’ provisions of offline and online distance teaching and homework checking significantly increase the time children spend on home learning and mitigate most of the disadvantages.
Keywords: __C:filed:1; ⛔ No DOI found

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (UNESCO, 2009)

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

A systematic comparison of software dedicated to meta-analysis of causal studies - Bax, L.; Yu, L.-M.; Ikeda, N. (BMC Medical Research Methodology, 2007)

Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik - Baumann, Fabienne-Agnes (2012)
National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
Keywords: __C:filed:1; ⛔ No DOI found

Adaptation in dissemination and implementation science - Baumann, Ana A.; Cabassa, Leopoldo J.; Stirman, S. Wiltsey (Dissemination and implementation research in health: translating science to practice, 2017)
Keywords: ⛔ No DOI found

Implementation science: What is it and why should I care? - Bauer, Mark S.; Kirchner, JoAnn (Psychiatry research, 2020)

An introduction to implementation science for the non-specialist - Bauer, Mark S.; Damschroder, Laura; Hagedorn, Hildi; Smith, Jeffrey; Kilbourne, Amy M. (BMC psychology, 2015)

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
Keywords: Carmen

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia - Battaglia, Marianna; Lebedinski, Lara (World Development, 2015)
This paper investigates the effects of a remedial education program -- the Roma Teaching Assistant Program -- targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
Keywords: _Added to LR; _G:reviewed

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

From data quality to big data quality - Batini, C.; Rula, A.; Scannapieco, M. (Journal of Database Management, 2015)

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Keywords: _COVID_DEAA-List; __C:filed:1

Enablers of work-integrated learning in technical vocational education and training teacher education - Batholmeus, Petrina; Pop, Carver (International Journal of Work-Integrated Learning, 2019)
© 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community.
Keywords: ⛔ No DOI found

Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop - Bateson, Paul Patrick Gordon; Martin, Paul (Simon & Schuster, 2000)

Biological Approaches to the Study of Behavioral Development - Bateson, Paul Patrick Gordon (International Journal of Behavioural Development, 1987)
Although prominence has been given to genes in much biological writing about development, gene expression is such that simple deterministic and additive arguments about genes are usually misconceived. The way in which an individual develops depends on conditions, but the conditions also often depend on the individual. An example is given of how the emerging abilities of a child might result from such an interplay. The development of much individual variation can be explained in terms of relatively simple forms of underlying regulation. Some animal examples are given of how, during development, one of a number of possible outcomes may be selected, as from a jukebox, by environmental conditions. Further cases of regulated interplay between the developing individual and its environment are provided by learning processes, such as imprinting in birds, that appear to occur within sensitive periods in development. Some endogenous control is required, but the self-terminating effects of the learning processes depend on experience. The biological study of behavioural development lays great emphasis on the dynamic character of what happens and in this respect has much in common with other approaches. It is distinctive, though, in that it commonly involves asking what the behavioural processes are for. This functional approach has drawn attention to the special requirements of the young, and the special mechanisms required in the assembly of behaviour. It has also helped understanding of why individuals of the same species, sex and age may differ so much.

The Generalizability Puzzle - Bates, Mary Ann; Glennerster, Rachel (Stanford Social Innovation Review, 2017)
Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT.
Keywords: ⛔ No DOI found

Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period - Batdı, Veli; Doğan, Yunus; Talan, Tarık (Interactive Learning Environments, 2021)

Opening new doors: Community engagement in India - Batada, A.; Banarjee, S.; Subramanian, M. (The Sesame Effect: The Global Impact of the Longest Street in the World, 2016)
Keywords: 01.11.19; Final_citation; cited; existing; tempss_1

Tablets in Schule und Unterricht - Bastian, Jasmin; Aufenanger, Stefan (Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien, Wiesbaden, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

Tablets in Schule und Unterricht: Forschungsmethoden und-perspektiven zum Einsatz digitaler Medien - Bastian, Jasmin; Aufenanger, Stefan (Springer-Verlag, 2016)
Keywords: __C:filed:1

Tablets zur Neubestimmung des Lernens? - Bastian, Jasmin (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Project Name St. Kitts and Nevis-OECS Education Development Project - Basseterre, St Kitts; Jules, Didacus
Keywords: ⛔ No DOI found

Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 - Basnet, Bal Krishna (European Educational Researcher, 2020)
Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Keywords: Administrator Attitudes; Content Analysis; Counseling Services; Emergency Programs; Faculty Development; Foreign Countries; Futures (of Society); Grade 10; Grade 9; Multilingualism; Natural Disasters; Nongovernmental Organizations; Prevention; Program Descriptions; Resilience (Psychology); Risk; Safety; Secondary School Curriculum; Simulation; Student Attitudes; Teacher Attitudes; Textbooks; Trauma; _C:Bangladesh BGD; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Malaysia MYS; _C:Maldives MDV; _C:Nepal NPL; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Sri Lanka LKA; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis - Basma, Badriah; Savage, Robert (Educational Psychology Review, 2018)
This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.
Keywords: C: International

Digital Skills: Frameworks and Programs - Bashir, Sajitha (World Bank, 2020)

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Learning from Second-Hand Experience: Methodology for Extrapolation-Oriented Case Research - Barzelay, Michael (Governance, 2007)
Critics of public management reform complain that governments copy legitimated foreign practices. Recent work by Eugene Bardach helps to explain why: neither government analysts nor academic researchers possess an adequate methodology to examine practices in source sites, with a view toward adaptation in target sites. Rather than complain, Bardach takes steps to develop such a methodology, drawing analogies with reverse engineering. This article offers specific guidance about how researchers can effectively investigate practices in source sites to prepare the ground for disciplined and ingenious extrapolation of practices from source to target sites. The resulting translation is illustrated by an extrapolation-oriented case study.

The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching) - Barry, Mike; Quinney, Douglas; Haßler, Björn; Atkinson, Richard; Hirst, Christine (Fourth Southern Hemisphere Symposium on Undergraduate Mathematics Teaching, 2003)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY - Barron, Brigid (Education, 2022)

Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework - Barri, Moatasim A. (Journal of Education and Training Studies, 2020)
Keywords: BE:RELEVANT

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

Political Economy of Education - Barrera-Osorio, Felipe; Paglayan, Agustina S; Jorrat, Diego
Keywords: ⛔ No DOI found

The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. - Barrera-Osorio, Felipe; Linden, Leigh L. (Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20, 2009)

The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia - Barrera-Osorio, Felipe; Linden, Leigh L. (Policy Research Working Papers, 2009)
Keywords: COMMUNICATION TECHNOLOGIES; CURRICULUM; EMPLOYMENT; Final_citation; HUMAN DEVELOPMENT; LEARNING; LITERATURE; PAPERS; QUALITY OF EDUCATION; REGULAR CLASSROOM; RESEARCH; SCHOOL; SCHOOLS; SCIENCE; SOCIAL SCIENCE; STUDENTS; TEACHER; TEACHERS; TEACHING; TRAINING; UNIVERSITY

Delivering education to the underserved through a public‐private partnership program in Pakistan - Barrera‐Osorio, Felipe; Blakeslee, David S.; Hoover, Matthew; Linden, Leigh L.; Raju, Dhushyanth; Ryan, Stephen P. (World Bank Policy Research Working Paper, 2017)
Keywords: ⛔ No DOI found

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. - Barr, A.; Mugisha, F.; Serneels, P.; Zeitlin, A. (Unpublished, 2012)
Keywords: ⛔ No DOI found

Mathematical modelling in teacher education: dealing with institutional constraints - Barquero, Berta; Bosch, Marianna; Romo, Avenilde (ZDM: The International Journal on Mathematics Education, 2018)
Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools.
Keywords: Barriers; Case Studies; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Ecological Factors; Foreign Countries; Inservice Teacher Education; Instructional Design; Mathematical Models; Mathematics Teachers; Mexico; Online Courses; Prediction; Regression (Statistics); Social Media; __:import:01; __:match:final; __:matched; __:study_id:2095891; __finaldtb

Effect of Gypsum Board Ceiling on Temperature Reduction in a Room using Finite Element Method - Baroniya, R; Rathore, R; Agrawal, A (2021)
The present study describes the use of the finite element method to determine the effect of the gypsum board ceiling on room temperature. A simulation of air particles coming from air conditioners is carried out in a large room and the simulation is repeated after providing a gypsum board ceiling in the room, to identify its effect on room temperature. A three-dimensional computer-aided design (CAD) model of a large room with three air conditioners was made and the flow behaviour of air particles is analyzed using ANSYS fluent V15 software. The simulation process is done considering both possibilities, one is which room acts as an open system and the air is allowed to flow through the door of the room and the second as a closed system, in which air flows inside the room only. The analysis is also done with the same model after providing a gypsum board ceiling in the room. The difference generated in room temperature due to the gypsum board ceiling is determined. It is a challenging task to provide a ceiling in the CAD model with different thermal properties than the wall surface. It is necessary to understand the effect of these properties of gypsum on heat transfer in the room. The results suggest that by providing a gypsum board ceiling, a temperature reduction of 3-4 °C can be easily achieved. This reduction in temperature provides thermal comfort for the people living in the room. It also reduces the total cost required for air conditioning.
Keywords: ⛔ No DOI found

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

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
Keywords: _C:Sierra Leone SLE

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Keywords: _C:Sierra Leone SLE

Evaluation of DFID Country Programmes: Malawi, 2000-2005 - Barnett, Chris; Chisvo, Munhamo; Kadzamira, Esme; van der Meer, Esther; Paalman, Maria; Risner, Colin (EVSUM EV661. London: Department for International Development. Available at …, 2006)
Keywords: _C:Malawi MWI

Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial - Bariau, Robert J.Sternberg; Drake, Lesley J.; Milligan, Paul; Cheung, Yin Bun (PLoS clinical trials, 2006)
Keywords: ⛔ No DOI found

Elements Shaping the South African Education System of the Future - Barends, Heidi (2019)
The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take.
Keywords: Actor Diagram; Basic Education; CLD; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education System; Systems Approach

Elements Shaping the South African Education System of the Future [Poster] - Barends, Heidi (2019)
A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973)
Keywords: Basic Education; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System

Elements Shaping the South African Education System of the Future [Presentation] - Barends, Heidi (2019)
A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973)
Keywords: Actor Diagram; Basic Education; Causal Loop Diagram; Education System; Foresight Study; Future Study; Future Trends; South African Education; South African Education System; Systems Approach

Affordances, challenges, and impact of open pedagogy: examining students’ voices - Baran, Evrim; AlZoubi, Dana (Distance Education, 2020)
Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.
Keywords: higher education; open educational practices (OEP); open educational resources (OER); open pedagogy; renewable assignments

Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform - Baraki, Atakilt Hagos; van Kemenade, Everard (TQM, 2013)
Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:achievement; F:assessment; F:learning; F:outcomes; F:policy; P:culture; P:mechanic; Q:certificate; R:case study; R:evaluation; T:TVET; Z:Developing countries; Z:Ethiopia; Z:Internal effectiveness; Z:Realistic evaluation; Z:TVET quality; Z:TVET reform; Z:Total quality management; __C:filed:1; publicImportV1

Wireless laptops as means for promoting active learning in large lecture halls - Barak, M.; Lipson, A.; Lerman, S. (Journal of Research on Technology in Education, 2006)

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

Mobile learning for science and mathematics school education: A systematic review of empirical evidence - Bano, Muneera; Zowghi, Didar; Kearney, Matthew; Schuck, Sandra; Aubusson, Peter (Computers & Education, 2018)

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)

‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda - Bannink Mbazzi, Femke; Nalugya, Ruth; Kawesa, Elizabeth; Nambejja, Harriet; Nizeyimana, Pamela; Ojok, Patrick; Van Hove, Geert; Seeley, Janet (Scandinavian Journal of Disability Research, 2020)

“If he could speak, he would be able to point out who does those things to him”: Experiences of violence and access to child protection among children with disabilities in Uganda and Malawi - Banks, Lena Morgon; Kelly, Susan A.; Kyegombe, Nambusi; Kuper, Hannah; Devries, Karen (PloS one, 2017)

Ending Learning Poverty: What Will It Take? - Bank, World (World Bank, 2019)

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Keywords: ⛔ No DOI found

Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language - Banja, Madalitso K.; Mulenga, Innocent Mutale (Makerere Journal of Higher Education, 2019)

Education, anthropogenic environmental change and sustainable development: A rudimentary framework and reflections on proposed causal pathways for positive change in low and lower middle-income countries - Bangay, Colin (Development Policy Review)
Keywords: BE:RELEVANT; ⛔ No DOI found

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
Keywords: _C:Sierra Leone SLE

Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program - Banerji, Rukmini; Chavan, Madhav (Journal of Educational Change, 2016)
Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning.

Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? - Banerji, Rukmini (Research on Improving Systems of Education (RISE), 2020)

Remedying education: Evidence from Two randomized experiments in India - Banerjee, Abhijit; Cole, Shawn; Duflo, Esther; Linden, Leigh L (NBER, 2005)
Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate waysto improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes.
Keywords: _Added to LR; _T:reviewed

Remedying Education: Evidence from Two Randomized Experiments in India. - Banerjee, Abhijit; Cole, Shawn; Duflo, Esther; Linden, Leigh (The Quarterly Journal of Economics, 2007)

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
Keywords: Final_citation; cited; existing

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (NBER Working Paper Series, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
Keywords: C:India; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Nepal NPL; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, With an Application. - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small "proof-of-concept" studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham's "Teaching at the Right Level" methodology into elementary schools in India. The methodology consists of reorganizing instruction based on children's actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials involving some designs that failed to produce impacts within the regular schooling system but still helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children's learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
Keywords: Design of Experiments: General, Positive Analysis of Policy Formulation and Implementation, Analysis of Education, Education: Government Policy, Nonprofit Institutions; Final_citation; Human Development; Income Distribution; Migration; NGOs; Social Entrepreneurship, Economic Development: Human Resources; anystyle; cited; existing

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. - Banerjee, A.V.; Banerji, R.; Duflo, E.; Glennerster, R.; Khemani, S. (American Economic Journal: Economic Policy, 2010)

Perceived Self-Efficacy in Cognitive Development and Functioning - Bandura, Albert (Educational Psychologist, 1993)
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript] - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (Unpublished Manuscript, 2018)

The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus P.; Rasul, Imran; Smurra, Andrea (The World Bank, 2019)
This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts.
Keywords: _C:Sierra Leone SLE

Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2019)
Keywords: ⛔ No DOI found

Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support - Bandara, Wasana; Furtmueller, Elfi; Gorbacheva, Elena; Miskon, Suraya; Beekhuyzen, Jenine (Communications of the Association for Information Systems, 2015)

Mapping Non-formal Education at Post-primary Educational Level in Uganda - Bananuka, T; Katahoire, AR (2008)
1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:PhD; Q:community education; Q:primary education; T:TVET; T:company-based training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Fachkräfteeinwanderungsgesetz - BAMF (BAMF - Bundesamt für Migration und Flüchtlinge)
Das am 1. März 2020 in Kraft getretene Fachkräfteeinwanderungsgesetz (FEG) ist ein Meilenstein der Bundesregierung zur Stärkung der qualifizierten Zuwanderung aus dem Ausland.

Introduction to Mixed Methods in Impact Evaluation - Bamberger, Michael (2012)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
Keywords: Author:OpenDevEd; F: Helpdesk response; L:Out-of-school populations; LP: English; _C:Bangladesh BGD; _C:China CHN; _C:India IND; _C:Kenya KEN; _C:Liberia LBR; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Mongolia MNG; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Sri Lanka LKA; _C:Tanzania TZA; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? - Ballesta Pagán, Francisco; Lozano Martínez, Josefina; Cerezo Máiquez, Mari (Sustainability, 2018)
Keywords: _C:Ecuador ECU; _C:France FRA; _C:Spain ESP; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Framing Open Educational Practices from a Social Justice Perspective - Bali, Maha; Cronin, Catherine; Jhangiani, Rajiv S. (Journal of Interactive Media in Education, 2020)
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
Keywords: Open educational practices; __C:filed:1; open education; open pedagogy; social justice

Breaking Open: Ethics, Epistemology, Equity, and Power - Bali, Maha; Adam, Taskeen; Cronin, Catherine; Friedrich, Christian; Walji, Sukaina; Hendricks, Christina (Open at the Margins, 2020)
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Care Is Not a Fad: Care Beyond COVID-19 - Bali, Maha (Reflecting Allowed, 2020)
I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)

Enhancement of Productivity Using Chatbots - Balatamoghna, B.; Nagajayanthi, B. (Futuristic Communication and Network Technologies, 2022)

The Factors of Using WhatsApp Application in Education Management in Public University: Conceptual Paper - Balasundran, Komathy; Pandian, Vickneswari; Pandi, Deebamalar (Management Research Journal, 2021)
Keywords: ⛔ No DOI found

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.

The Unprecedented Stock Market Reaction to COVID-19 - Baker, Scott R.; Bloom, Nicholas; Davis, Steven J.; Kost, Kyle; Sammon, Marco; Viratyosin, Tasaneeya (The Review of Asset Pricing Studies)
Abstract. No previous infectious disease outbreak, including the Spanish Flu, has affected the stock market as forcefully as the COVID-19 pandemic. In fact, pr
Keywords: __C:filed:1

Starting off on the right foot: The influence of four principles of professional development in improving literacy instruction in two kindergarten programs - Baker, S.; Smith, S. (Learning Disabilities Research and Practice, 1999)

E-Learning for Teacher Training in Tanzania - Baker, D; Bliss, A; Chung, R (2013)
Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:learning; F:ministry; P:teacher training; Q:e-learning; Q:mobile learning; T:TVET; publicImportV1; ⛔ No DOI found

Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. - Baker-Henningham, Helen; Scott, Yakeisha; Bowers, Marsha; Francis, Taja (International Journal of Environmental Research and Public Health, 2019)

Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. - Baker-Henningham, Helen; Bóo, Florencia López (IDB Working Paper Series, 2010)
Keywords: ⛔ No DOI found

Feeding Our Future: Policy Options For Establishing And Expanding School Meal Programs In Bulilima District, Zimbabwe - Bakani, Mathe
Keywords: ⛔ No DOI found

Partnerships in Education - Bajinder Pal Singh (2019)
Partnerships in Education Models, Types, Reach, Benefits, Pitfalls,

Cash or condition? Evidence from a cash transfer experiment - Baird, Sarah; McIntosh, Craig; Özler, Berk (The Quarterly Journal of Economics, 2011)

When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? - Baird, Sarah; McIntosh, Craig; Özler, Berk (Journal of Development Economics, 2019)

Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial - Baird, Sarah J.; Garfein, Richard S.; McIntosh, Craig T.; Özler, Berk (The Lancet, 2012)
Keywords: Final_citation

Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi - Baird, Sarah J.; Chirwa, Ephraim; Hoop, Jacobus De; Özler, Berk (Chapter in NBER book African Successes, Volume II: Human Capital, 2016)

Yi - Baird (et al. 2015 Garn et al, 2011)

Improving Secondary School Teacher Quality in Sub-Saharan Africa - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
Keywords: C:sub-Saharan Africa; _C:Benin BEN; _C:Botswana BWA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo, Republic COG; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Ivory Coast CIV; _C:Kenya KEN; _C:Malawi MWI; _C:Mali MLI; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Improving Secondary School Teacher Quality in Sub-Saharan Africa: Framing the Issues - Bainton, Dave; Barrett, Angeline Mbogo; Tikly, Leon (Bristol Working Papers in Education, 2016)
Keywords: Cited; RRQ1:High; ⛔ No DOI found

Search Engine Overlaps : Do they agree or disagree? - Bailey, J.; Zhang, C.; Budgen, D.; Turner, M.; Charters, S. (Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07), 2007)
Secondary studies, such as systematic literature reviews and mapping studies, are an essential element of the evidence-based paradigm. A critical part of the review process is the identification of all relevant research. As such, any researcher intending to conduct a secondary review should be aware of the strengths and weakness of the search engines available. Analyse the overlap between search engine results for software engineering studies. Three independent studies were conducted to evaluate the overlap between multiple search engines for different search areas. The findings indicate that very little overlap was found between the search engines. To complete a systematic review, researchers must use multiple search terms and search engines. The lack of overlap might also be caused by inconsistent keyword selection amongst authors.
Keywords: Aggregates; Computer science; Data analysis; Databases; Mathematics; Protocols; Publishing; Search engines; Software design; Software engineering

Preparing teacher education students to integrate mobile learning into elementary education - Bai, Hua (TechTrends, 2019)
The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues.

Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka - Bahufite, Eric (The University of Zambia, 2015)
Keywords: __C:filed:1

Unlocking resilience through autonomous innovation - Bahadur, Aditya; Doczi, Julian (Overseas Development Institute, 2016)

How Africa's first heat officer is protecting women in Sierra Leone - Bah, Saidu (BBC Future Planet, 2023)
Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown.

Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania - Bagui, Laban; Mwapwele, Samwel Dick (The African Journal of Information Systems, 2019)
Keywords: HDR25; _C:Australia AUS; _C:Botswana BWA; _C:Cameroon CMR; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:Gambia GMB; _C:Malaysia MYS; _C:New Zealand NZL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)
Keywords: Final_citation; cited; existing

Constructivism learning theory: A paradigm for teaching and learning - Bada, Steve Olusegun; Olusegun, Steve (Journal of Research & Method in Education, 2015)
Keywords: ⛔ No DOI found

Pico board for data-logging with power-management and micro-sd storage - Bablok, Bernhard; Haßler, Björn (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
Keywords: _r:ImportedToMyEducationEvidence

Acht gängige Temperatur- und Luftfeuchtesensoren im Vergleichstest - Bablok, Bernhard (Raspberry Pi Geek)
Wer viel misst, misst Mist. Gute Sensor-Breakouts sollten jedoch keine Fantasiewerte ausspucken. Wir testen acht Vertreter der Gattung. Die Verkabelung eines Sensors und das zyklische Auslesen der Werte gelingt leicht. Vermutlich hat Sie dabei schon einmal das Gefühl beschlichen, dass die merkwürdig hohen Zahlen nicht stimmen. Ein Zweitgerät macht die Verwirrung perfekt, denn Abweichungen von zwei Grad kommen durchaus vor. Schnell keimt dann der Verdacht auf, es mit einem schlechten Exemplar oder Billigware zu tun zu haben. Da fragt man sich, ob die mysteriös hohen Messwerte an schwachen Produkten liegen oder die Datenblätter nicht stimmen. Beiden Verdachtsmomenten gehen wir nach und versuchen ein paar Empfehlungen zu geben. Acht gängige Sensorbausteine in bis zu vier Exemplaren müssen sich dem Test stellen (Abbildung 1). Der Großteil davon stammt von Berrybase oder Pimoroni und befand sich teilweise schon länger in der Bastelkiste. Die Tabelle “Testkandidaten” gibt einen Überblick über Ausstattung, technische Werte und Preise. Neben der Temperatur messen viele der Sensoren die Luftfeuchte, die Bosch-Sensoren ermitteln zudem den Luftdruck. Der BMP280 kostet sehr wenig, was vermuten lässt, dass es sich um einen Billig-Klon handelt. Ein Exot in der Kandidatenliste ist der DS18B20: Er hat keine I2C-Schnittstelle und kommt nicht als Breakout, sondern als IC im TO-92-Format. Der Anschluss erfolgt per 1-Wire-Protokoll. Bei Tests wären viele Exemplare pro Produkt wünschenswert, was aus Kosten- und Zeitgründen nicht infrage kam. Wir schickten aber immer mindestens zwei Exemplare ins Rennen, mit Ausnahme des teuersten Sensors SHT45. Zudem decken die Produkte nicht alle Anwendungsszenarien ab. Möchten Sie etwa einen eigenen Lötofen bauen, brauchen Sie einen Sensor mit einem ganz anderen Temperaturbereich. An der Unterseite der Temperaturskala ist bei unserer Auswahl spätestens bei -40 Grad Celsius Schluss. Genauigkeit und Präzision In den Datenblättern tauchen die beiden Begriffe Genauigkeit und Präzision auf – hier besteht Verwechslungsgefahr. Die Genauigkeit bezeichnet die typische Differenz zum wahren Wert. Die Präzision informiert darüber, wie stark wiederholte Messungen desselben Werts schwanken. Die Werte in den Datenblättern lassen sich nur schwer vergleichen, da sie die Genauigkeit meist in den zwei Ausprägungen “typisch” und “maximal” angeben. Oft verwenden die Anbieter zusätzlich Grafiken. Allerdings sind diese Kurven ohne Zusatzinformationen unvollständig und lassen Interpretationsspielraum. Weder […]
Keywords: ⛔ No DOI found

The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya - Babagoli, M.; Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Oduor, Clifford; Obor, David; Mason, Linda; Kerubo, Emily; Ngere, Isaac; Laserson, Kayla F. (Columbia Center for Development Economics and Policy, Working Paper, 2020)
Keywords: _yl:a; ⛔ No DOI found

Teachers' Adoption of Open Educational Resources in Higher Education. - Baas, Marjon; Admiraal, Wilfried; van den Berg, Ellen (Journal of Interactive Media in Education, 2019)
Keywords: _C:Netherlands NLD; _C:Tanzania TZA; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Effective partnership models - Baars, Dr Sam; Menzies, Loic (2015)
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report - b (Implementing Mother Tongue, 2016)

Beyond COVID-19 supernova. Is another education coming? - Azorín, Cecilia (Journal of Professional Capital and Community, 2020)
Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil.
Keywords: Collective capacity; Community engagement; Educational change; Networks; __C:filed:1

La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest - Azoh, François-Joseph; Weyer, Frédérique; Carton, Michel (NORRAG; ROCARE, 2012)
[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; A:Africa; A:West Africa; C:Burkina Faso; C:Ivory Coast; CA:AandC; CC:Burkina Faso; CC:Ghana; CC:Ivory Coast; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:pay; Q:certificate; T:Ausbildung; T:TVET; _C:Ghana GHA; publicImportV1

Impact of training on teachers competencies at higher education level - Aziz, Fakhra (Researchers World – Journal of Arts Science & Commerce, 2014)
The present survey study aimed to diagnose the impact of training on teachers competencies. The study was of descriptive nature. The Competencies of teachers having no training and trained teachers were compared. Teachers Competencies Measurement Scale (TCMS) was used to compare competencies of both cohorts. To measure the impact of FPDP (a training program) on teacher competencies three categories of competencies: pedagogical, assessment & management and research competencies were made. After applying descriptive statistics, t -test was used to find out the difference. Trained teachers showed a significant difference in pedagogical competencies, management and assessment competencies and research competencies. It depicts that in all the categories trained teachers were more competent than teachers having no training were The present study suggests that training program of this type should be continue to enhance the teachers competencies. Keywords: Competencies, Pedagogical competencies, Assessment & Management competencies, Research competencies, Professional development
Keywords: ⛔ No DOI found

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

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (Policy Research Working Papers, 2020)
Keywords: CORONAVIRUS; COVID-19; DROPOUT RATE; LEARNING LOSS; LEARNING OUTCOMES; PANDEMIC IMPACT; SCHOOL CLOSURE; _COVID_DEAA-List; ___duplicate_item

Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können - Azahaf, Najim (Policy Brief Migration, 2020)

Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa - Ayodele Ajani, Oluwatoyin (Arts and Social Sciences Journal, 2018)

The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses - Aynas, Naciye; Aslan, Mecit (Journal of Learning for Development, 2021)
This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.
Keywords: attitudes towards science courses; authentic learning; authentic task; problem-solving skills; the curriculum of science courses; ⛔ No DOI found

Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system - Ayentimi, Desmond Tutu; Burgess, John; Dayaram, Kantha (Human Resource Development International, 2018)
The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The ﬁndings point to a training mismatch, lack of regulations and ineﬀective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the ﬁrms’ ability to ﬁnd skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing context; F:regulation; P:social; R:impact; R:qualitative; T:Lehrlingsausbildung; T:Training; T:vocational skills; Z:Skilled labour shortages; Z:social partnership; Z:training and apprenticeship systems; _C:Ghana GHA; __C:filed:1; publicImportV1

China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution - Ayenagbo, Kossi; Njobvu, Tommie; Sossou, James V.; Tozoun, Biossey K. (African Journal of Political Science and International Relations, 2012)
Keywords: ⛔ No DOI found

GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia - Ayel, Leykun; Wondim, Yirga; Abebe, Abiyu (2018)
The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
Keywords: ⛔ No DOI found

Industrial training in Ghana: perceptions of the undergraduate construction student - Ayarkwa, J; Adinyira, E; Agyekum, K (Procs West Africa Built Environment Research (WABER) Conference, 2011)
The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:environment; Q:educational technology; T:TVET; T:Training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Assessment of medical waste management in seven hospitals in Lagos, Nigeria - Awodele, Olufunsho; Adewoye, Aishat Abiodun; Oparah, Azuka Cyril (BMC Public Health, 2016)
Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used.
Keywords: Environmental hazards; Healthcare workers; LAWMA and Lagos; Medical waste; Waste management

An assessment of education and training needs of skilled operatives within the Nigerian construction industry. - Awe, EM; Stephenson, P; Griffith, A (2009)

The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. - Avitabile, Ciro; Hoyos, Rafael De (Journal of Development Economics, 2018)

Is theory king?: questioning the theory fetish in Information Systems - Avison, D; Malaurent, J (Journal of Information Technology, 2014)

Interventions in LICs and LMICs to improve air quality and/or mitigate its impacts - Avis, William; Bartington, Suzanne (2020)
Keywords: ⛔ No DOI found

The labor market impacts of technological change: From unbridled enthusiasm to qualified optimism to vast uncertainty - Autor, David (National Bureau of Economic Research, 2022)
Keywords: Final_citation

(empty) - Author, A (Open Development & Education)
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) - Augustine, S. Mbitila; Richard, J. Masika; Donatha, E. Mwase (International Journal of Vocational and Technical Education, 2017)
The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:electro; P:mechanic; R:case study; T:TVET; T:Training; T:vocational training centre; __C:filed:1; publicImportV1; ⛔ No DOI found

Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht - Aufenanger, Stefan (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey - Aucejo, Esteban M; French, Jacob F; Araya, Maria Paola Ugalde; Zafar, Basit (National Bureau of Economic Research, 2020)
In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic.

An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress - Aturupane, Harsha; Glewwe, Paul; Ravina, Renato; Sonnadara, Upul; Wisniewski, Suzanne (The Journal of Development Studies, 2014)

Africa has defied the covid-19 nightmare scenarios. We shouldn’t be surprised. - Attiah, Karen (Washington Post)
This should have been a moment for media outlets to challenge corrosive narratives about Africa.

Improving micro-planningin education througha Geographical Information SystemStudies on Ethiopia and Palestine - Attfield, Ian; Tamiru, Mathewos; Parolin, Bruno; De Grauwe, Anton (2002)
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Cambodia KHM; _C:Chile CHL; _C:Denmark DNK; _C:Egypt EGY; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Iceland ISL; _C:India IND; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:Norway NOR; _C:South Africa ZAF; _C:State of Palestine PSE; _C:Sweden SWE; _C:Switzerland CHE; _C:Tunisia TUN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Comprehensive review of solar radiation modeling based on artificial intelligence and optimization techniques: future concerns and considerations - Attar, Nasrin Fathollahzadeh; Sattari, Mohammad Taghi; Prasad, Ramendra; Apaydin, Halit (Clean Technologies and Environmental Policy, 2023)
Keywords: _z:no_pdf

Impact of Free Availability of Public Child Care in Brazil. - Attanasio, Orazio; de Barro, Ricardo Paes; Carneiro, Pedro; Evans, David; Lima, Lycia; Olinto, Pedro; Schady, Norbert (2017)
Keywords: ⛔ No DOI found

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

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