Chapter 13. Challenges to Policy Implementation - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a13

Chapter 14. Research Interests and Topics of the SCR Participants - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a14

Chapter 15. Research Networks and Capacity Building - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a15

Chapter 16. Conclusion - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a16

Front matter - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _yl:a00

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2020)
This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; Reviewed; ___duplicate_item; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Open Development & Education, 2020)
This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; Reviewed

TVET research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (9th RVTTI International Conference, 2021)
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:a

TVET Research in SSA: Recommendations for Thematic Priorities - Haßler, Björn; Haseloff, Gesine (Africa Journal of Technical and Vocational Education and Training, 2022)
This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; Education; Internationalisation; Research; TVET; Teacher; Work Based; _bjoern_cv; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; _yl:a

TVET Research in SSA: Recommendations for Thematic Priorities | Africa Journal of Technical and Vocational Education and Training - Haßler, Björn; Haseloff, Gesine (2022)
Keywords: Author:OpenDevEd

TVET research in SSA: Table of Thematic Priorities extending Mulder/Roelofs - Haßler, Björn; Haseloff, Gesine (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; _DOILIVE; _r:crossref; _yl:b

A command line interface for Zotero (edtechhub/zotero-cli) - Haßler, Björn; Gangwar, Abhimanyu; Heyns, Emiliano (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Gmail (bjohas/sendgmail) - Haßler, Björn; Gangwar, Abhimanyu (2020)
Send gmail form the commandline.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Zenodo (bjohas/zenodo-cli) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface linking Zotero and Zenodo (edtechhub/zotzen) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Disseminating the evidence and outputs generated by your programme - Haßler, Björn; Friese, Laila; Mansour, Hassan (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming Soon; _comingsoon; _forthcoming; _r:AddedByMyEducationEvidence

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (BE2, 2020)
Presentation given at BE2, 2020-10-06.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _yl:u; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Impact of Climate Change and Environmental Risks on Learning Outcomes - Haßler, Björn; Eso, Olamide; Villavicencio Peralta, Xuzel Ana; Waziri, Nafisa (22CCEM, 2024)
An output of the Open Development & Education (https://opendeved.net/), developed for 22CCEM.
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)

Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research - Haßler, Björn; El-Serafy, Yomna; Khalayleh, Abdullah; McBurnie, Chris (EdTech Hub, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:n; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa - Haßler, Björn; D’Angelo, Sophia; Walker, Hannah; Marsden, Melissa (Open Development & Education, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

Mother Language Day 2021 - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (2021)
To celebrate International Mother Language Day 2021, Björn spoke with Alice Castillejo and Mia Marzotto at Translators without Borders. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. We also know that 40% of children worldwide are not educated in a language they speak at home. We need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the richness of different languages, we need to collect, share, and visualise the real picture. Having done that, we can then apply this information. Do children who speak a particular language drop out early? We can then develop multilingual educational tools for learners and teachers based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind. We can use language data to take action on three levels: children, teachers, and systems. With children, we can identify which language groups didn’t register for school, dropped out early, or consistently underperform. We can then adjust our communication and programming to meet their needs, leaving no one behind. We can also take action to support teachers. With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, if we don’t gather the data on inequality, we cannot begin to address it. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages and provide the support they need and deserve.
Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:AddedByZotZen; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - Haßler, Björn; Castillejo, Alice; Marzotto, Mia; El-Serafy, Yomna; Khalayleh, Abdullah; Koomar, Saalim; Langa, Ancha; Nyilinkindi, Jacques; Saadeddin, Zeina; Tegha, Ghislaine; Villavicencio Peralta, Xuzel Ana (EdTech Hub, 2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
Keywords: Author:OpenDevEd; _DOILIVE; _EdTechHub_Output; _zenodoETH

A guia OER para as Escolas - Haßler, Björn; Cabral, Marilena (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Digital Impact Alliance, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:Belgium BEL; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Norway NOR; _C:Philippines PHL; _C:Portugal PRT; _C:Rwanda RWA; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:c; docs.opendeved.net

The EdTech Hub: Building a global community of practice of researchers and implementers - Haßler, Björn; Brugha, Meaghan; Loj, Gosia; Proctor, Jamie (UKFIET, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; UploadedToZenodo; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:k

Synergies Between the Principles for Digital Development and Four Case Studies - Haßler, Björn; Broadbent, E.; Cunningham, A.; Chimombo, J.; Jamil, B. R.; Kauthria, R.; Lake, L.; Rose, P.; Sarfraz, S.; Szekely, M. (Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b

Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview - Haßler, Björn; Blower, Thomas; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:c; _zenodo:submitted; _zenodoETH:submitted

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; STC-TLC; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; docs.opendeved.net

Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (2020)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:sub-Saharan Africa; STC-TLC; _C:Cameroon CMR; _C:Congo XCO; _C:Ethiopia ETH; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:t; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Introducing the next iteration of our sensor box - Haßler, Björn; Bablok, Bernhard (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

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

Action research on diagnostic testing and student support (ARDTS, mathstore.ac.uk) - Haßler, Björn; Atkinson, Richard; Quinney, Douglas; Barry, Mike (2002)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

The experience of fresher students in mathematics diagnostic testing (MSOR) - Haßler, Björn; Atkinson, Richard; Quinney, Douglas; Barry, Mike (MSOR Connections, 2004)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The distance education experience in Jordan: perspectives from stakeholders - Haßler, Björn; Assaf, Teib; Khalayleh, Abdullah (2021)
Keywords: Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

Le guide REL pour les écoles - Haßler, Björn; Alexandre, Sofia (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Ghana GHA; _C:Mexico MEX; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

A Searchable Publications Database (edtechhub/spud) - Haßler, Björn; Adam, Taskeen; Ishaq, Sheraz; Adamiak, Piotr; Adamiak, Jan; Podea, Marius (2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Country list with HDI, iHDI, MPI and Gini (version 1) - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub Research Instruments, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:q

Keyword inventory - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoé; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub Research Instruments, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Abkhazia XABKH; _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Artsakh XARTH; _C:Australia AUS; _C:Austria AUT; _C:Azerbaijan AZE; _C:Bahamas BHS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:Haiti HTI; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea, Democratic People's Republic PRK; _C:Korea, Republic KOR

Literature reviews of educational technology research in low and middle-income countries: an audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; LP: English; R:Literature review, systematic review; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Jordan JOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:United Kingdom GBR; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; educational technology, EdTech, low-income countries, literature review; ⛔ No DOI found

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:b; _zenodo:submitted; _zenodoETH:submitted

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _yl:q

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayleh, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub Research Instruments, 2020)
Keyword inventory with country statistics (Updated July 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:s; _zenodoODE; publishPDF

Methodology for literature reviews - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Blower, Thomas; Brugha, Meaghan; Damani, Kalifa; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Megha-Bongnkar, Ghislaine; Murphy, Mary; et al. (EdTech Hub, 2021)
An output of the EdTEch Hub
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence

Reflections on 'open' for the CGE Cultivator meeting - Haßler, Björn; Adam, Taskeen (2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _r:ImportedToMyEducationEvidence; _yl:r; ⚠️ Invalid DOI

The future of the teaching profession - Bibliography - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:y

PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:m; language:Arabic; language:English

PER5. Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:f; language:Arabic; language:English

3D printed case for pico datalogger (rev1.00) - Haßler, Björn (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

A command line interface for Trello (edtechhub/trello-export) - Haßler, Björn (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:m

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

(Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air - Haßler, Björn (Open Development & Education, 2023)
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator) - Haßler, Björn (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD) - Haßler, Björn (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Are we remote learning? - Haßler, Björn (2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _forthcoming

bjohas/kanbantool-bookmarklets - Haßler, Björn (2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:o

bjohas/OSM-Wikipedia-Monkey - Haßler, Björn (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Bridging the Digital Divide: Rethinking Open Learning for a Global Audience - Haßler, Björn (DIVERSE, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Broadening access to science events by using the internet - Haßler, Björn (2006)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Can We Afford Free Textbooks - Haßler, Björn (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Commonwealth Collaboration to Achieve The Sustainable Development Goals - Haßler, Björn (OpenDevEd, 2023)
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Commonwealth Collaboration to Build Back Better - Haßler, Björn (21CCEM, 2022)
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:c

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (Zenodo, 2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Germany DEU; _COVID-Continuity-Blogpost-01; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:p

Cost- and Learning-Adjusted Years of Schooling - Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Digital Divide meets video-based learning: Video production, distribution, and use within the developing world - Haßler, Björn (3. tele-TASK-Symposium - Von der Aufnahme zur virtuellen Bibliothek, 2008)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Equitable access to education - Haßler, Björn (2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Evidence collection - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _r:AddedByMyEducationEvidence

Evidence collection - Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _forthcoming; _r:AddedByMyEducationEvidence

Evidence for digital learning - Haßler, Björn (2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:d; ⛔ No DOI found

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub Research and Innovation to fulfill the potential of EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:r

How to build an IoT device with low-power sleep - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

IIMC Conference Paper - Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Introduction to Professional Development (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Introduction to Professional Development (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Student Teachers)), 2015)
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes - Haßler, Björn (Zenodo, 2019)
Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

Knizhnik-Zamolodchikov-Bernard equations and applications to conformal field theory - Haßler, Björn (Universität Hamburg, 1998)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Low Bandwidth Multimedia Streaming - Haßler, Björn (Optimization Technologies for Low-Bandwidth Networks, 2006)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Mapping in Education and International Development - Haßler, Björn (Missing Maps Cambridge, 2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Multimedia - Haßler, Björn (Web Design Guidelines for Low Bandwidth, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

OER4Schools - Research Overview - Haßler, Björn (2020)
This report provides a very brief overview of the research that is connected to the OER4Schools programme. The references papers are listed below.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:c

Open Educational Resources Guide for Colleges of Education - Haßler, Björn (T-TEL Professional Development Programme, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Outputs register for Tich Me Ar Tich Dem - Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen

PER3. Principles for Digital Development in Education - Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:e

Presentation for Internationalisierungsoffensive go-international - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _r:AddedByMyEducationEvidence

Principles for Digital Development in Education - amendments, tenets, questions - Haßler, Björn (2020)
Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ...
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:q

Reaching SDG4 by 2030: Options for Interventions That Can Accelerate Progress in the Lowest-Income Countries - Haßler, Björn (Decision, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Resource list for T-TEL Ghana (2015-2016) - Haßler, Björn (2022)

Rich-media web streaming - Haßler, Björn (Rich-media web streaming, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Sensor Sripboard (v1) - Haßler, Björn (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

Sensorboard for use with Raspberry Pi GPIO / Raspberry Pi Zero - Haßler, Björn (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

Sensors OpenSCAD: An OpenSCAD library for common environmental sensors - Haßler, Björn (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

Sustainability for Open Educational Resources - Haßler, Björn (UK National Commission to UNESCO, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Systems Leadership for Learning - Haßler, Björn (Open Development & Education, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a

T-TEL Ghana - resource overview - Haßler, Björn
Keywords: Author:OpenDevEd

Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology - Haßler, Björn (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:n

Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. - Haßler, Björn (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Bangladesh BGD; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Pakistan PAK; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:o

Teacher Professional Development: Insights, Programmes & Resources - Haßler, Björn (African Deans of Education, 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

The African Institute for Mathematical Sciences - Haßler, Björn (2004)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The future of information technology for education and e-learning - Haßler, Björn (British Standards Institution, 2007)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Haßler, Björn (2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item

The OpenDevEd Zotero Workbook - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

The stratospheric circulation in the tropics - Haßler, Björn (University of Cambridge, 2002)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative Approaches (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 1: Creative approaches (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 2: Questioning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) - Haßler, Björn (2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:b

What are the elements that need to go into the design of OER that enable them to have the potential for teacher professional development? - Haßler, Björn (Teachers Upfront, 2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:e

Zotero Bookmarklet - Haßler, Björn (2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Keywords: Final_citation; cited; existing

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Mozambique; C:South Africa; publicImportV1; ⛔ No DOI found

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. - Hasan, Amer; Jung, Haeil; Kinnell, Angela; Maika, Amelia; Nakajima, Nozomi; Pradhan, Menno (2019)

Functional approaches for applying workbased learning into electrical and electronic technology education in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin; Shuaibu, Halliru; Cledumas, Abdullahi Musa (International Journal of Engineering and Advanced Technology, 2019)
© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)'. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

Understanding work-based learning in technical and vocational education and training in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
Keywords: ⛔ No DOI found

Risk of bias versus quality assessment of randomised controlled trials: cross sectional study - Hartling, L.; Ospina, M.; Liang, Y. (British Medical Journal, 2009)
Keywords: ⛔ No DOI found

How do carers of disabled children cope? The Ugandan perspective - Hartley, SOVP; Ojwang, P.; Baguwemu, A.; Ddamulira, M.; Chavuta, A. (Child: care, health and development, 2005)

Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? - Hartl, Maria (International Fund for Agricultural Development, Italy, 2009)
This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Senegal; C:Seychelles; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:gender; F:policy; F:women; Q:primary education; T:Ausbildung; T:TVET; T:trainee; _C:Ghana GHA; gender; publicImportV1

The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school - Hart, Samantha Anne; Laher, Sumaya (South African Journal of Education, 2019)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Korea, Republic KOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. - Harrison, Wayne (Durham University, 2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:France FRA; _C:India IND; _C:New Zealand NZL; _C:Norway NOR; _C:Sri Lanka LKA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Evaluating and enhancing quality in higher education teaching practice: a meta- review - Harrison, Reema; Meyer, Lois; Rawstorne, Patrick; Razee, Husna; Chitkara, Upma; Mears, Steven; Balasooriya, Chinthaka (Studies in Higher Education, 2022)
High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
Keywords: Teaching quality; higher education; peer review; student evaluation; teaching practice

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

Zero-rate mobile services for health, education and development now - Harrison, David (The Mail & Guardian, 2020)
Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.

Chapter 4 Pooling Effect Sizes | Doing Meta-Analysis in R - Harrer, Mathias; Cuijpers, Pim; Furukawa, Toshi A.; Ebert, David D.
A long and winding road already lies behind us. Fortunately, we have now reached the core part of every meta-analysis: the pooling of effect sizes. We hope that you were able to resist the...

Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? - Harn, Beth; Parisi, Danielle; Stoolmiller, Mike (Exceptional Children, 2013)
Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
Keywords: __C:filed:1

Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy - Harle, Jon; Warne, Verity (2020)
Keywords: ⛔ No DOI found

Randomised controlled trials – the gold standard for effectiveness research - Hariton, Eduardo; Locascio, Joseph J (International Journal of Obstetrics & Gynaecology, 2018)

From internet access to internet skills: digital inequality among older adults - Hargittai; Piper, Anne Marie; Morris Ringel, Meredith (Universal Access Information Society, 2019)

Survey Measures of Web-Oriented Digital Literacy - Hargittai, Eszter (Social Science Computer Review, 2005)
This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic.

Accelerating climate resilient plant breeding by applying next-generation artificial intelligence - Harfouche, Antoine L.; Jacobson, Daniel A.; Kainer, David; Romero, Jonathon C.; Harfouche, Antoine H.; Mugnozza, Giuseppe Scarascia; Moshelion, Menachem; Tuskan, Gerald A.; Keurentjes, Joost JB; Altman, Arie (Trends in biotechnology, 2019)

E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives - Harerimana, A; Mtshali, NG; Hewing, H (Journal of Nursing and Health Science, 2016)
E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:nurse; Q:e-learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania - Hardman, Jan (International Handbook of Teacher Quality and Policy, 2017)
This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Finland FIN; _C:Japan JPN; _C:Kenya KEN; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Senegal SEN; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Keywords: __C:filed:1

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd-Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET - Hardman, Frank (2009)
Keywords: ⛔ No DOI found

Making pedagogical practices visible in discussions of educational quality - Hardman, Frank (2015)

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

Educational performance of the poor: Lessons from rural Northeast Brazil - Harbison, R.; Hanushek, E.A. (Oxford University Press, 1992)

Education, Democracy and Development: does education contribute to democratisation in developing countries? - Harber, Clive; Mncube, Vusi (Symposium Books Ltd, 2012)
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City - Hanson, Kobena (GeoJournal, 2005)
This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:economy; P:measurement; P:social; T:Lehrlingsausbildung; Z:Apprenticeship contracts; Z:Micro-enterprises; Z:Social networks; Z:Socio-economic vulnerability; Z:Urban livelihoods; _C:Ghana GHA; publicImportV1

High fidelity simulation evaluation studies in nursing education: A review of the literature - Hanshaw, Shannon L.; Dickerson, Suzanne S. (Nurse Education in Practice, 2020)
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.

Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature - Hansen, Alexandria K; Langdon, Taylor R; Mendrin, Lukyon W; Peters, Kaylin; Ramos, Jose; Lent, David D (Integrative and Comparative Biology, 2020)
Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students’ lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.

Supporting communities of practice – A Journey to effective problem-solving - Hanschke, Christina; Baer, James; Gangaramany, Alok; Verheijen, Janneke; Kilonzo, Nduku; Okiya, Bryan; Ranji, Leonard Kibe; Amolo, Stephen Amolo; Zwane, Simon; Nkambule, Rejoice; Buluma, Violet; Ojoo, Sylvia; et al. (Gates Open Research, 2021)
In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1) Community Identity: Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2) Quick Win: Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3) Stewardship: Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4) Evolution: Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)

Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals - Hanief, Yulingga Nanda; Haqiyah, Aridhotul; Winarno, Mashuri Eko; Pratama, Budiman Agung; Sinulingga, Albadi (Journal of Learning for Development, 2021)
Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Keywords: inhibitors; lectures; publications; sports; ⛔ No DOI found

Strategies for implementing implementation science: a methodological overview - Handley, Margaret A.; Gorukanti, Anuradha; Cattamanchi, Adithya (Emergency Medicine Journal, 2016)

More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction - Han, Xu; Gao, Tianyu; Lin, Yankai; Peng, Hao; Yang, Yaoliang; Xiao, Chaojun; Liu, Zhiyuan; Li, Peng; Zhou, Jie; Sun, Maosong (AACL 2020, 2020)
Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.

The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education - Han, Hyeong-Jong; Kim, Keun-Jae; Kwon, Hye-Seong (Journal of Digital Convergence, 2020)

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
Keywords: Final_citation; cited; existing

Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments - Hamshire, Claire; Lachkovic, Julie (Springer, 2016)
Keywords: __C:filed:1

Early Grade Mathematics in South Africa - Hamsa, Venkat; Roberts, Nicky (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Reflections on the Methodological Approach of Systematic Reviews - Hammersley, Martyn (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design - Hamilton, D.; McKechnie, J.; Edgerton, E.; Wilson, C. (Journal of Computers in Education, 2021)
The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.
Keywords: _genre:LR-literature_review

Qualitative methods in implementation research: an introduction - Hamilton, Alison B.; Finley, Erin P. (Psychiatry research, 2019)

An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects - Hamaluba, Tommie (Journal of Learning for Development, 2022)
This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.
Keywords: BOU; ICT skills; Information technology; business development; innovation; ⛔ No DOI found

Integrating an Early Childhood Development Programme into Bangladeshi Primary Health-Care Services: An Open-Label, Cluster-Randomised Controlled Trial. - Hamadani, Jena D.; Mehrin, Syeda F.; Tofail, Fahmida; Hasan, Mohammad I.; Huda, Syed N.; Baker-Henningham, Helen; Ridout, Deborah; Grantham-McGregor, Sally (The Lancet Global Health, 2019)

Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria - Halliru, Naziru; Badamasi, Murtala M.; Tudunwada, I.Y.; Dajel, Titus B.; Abubakar, Saidu B.; Hamza, Auwalu S.; Oluwashola, Sandra B.; Nalado, Nasiru K.; Dahiru, Muhammad; Na’abdu, Ibrahim; Saleh, Umar N.; Daiyab, Abdulhakim M.; et al. (Toxin Reviews, 2023)

Evidence on efforts to mitigate the negative educational impact of past disease outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
Keywords: ⛔ No DOI found

Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
Keywords: ⛔ No DOI found

Supporting adolescent orphan girls to stay in school as HIV risk prevention: evidence from a randomized controlled trial in Zimbabwe - Hallfors, Denise; Cho, Hyunsan; Rusakaniko, Simbarashe; Iritani, Bonita; Mapfumo, John; Halpern, Carolyn (American journal of public health, 2011)

Planning the Location of Schools: An Instrument of Educational Policy - Hallak, Jacques (International Institute for Educational Planning, 1977)
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Jordan JOR; _C:Latvia LVA; _C:Lebanon LBN; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Mexico MEX; _C:Morocco MAR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:Ukraine UKR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Engaging in and engaging with research: teacher inquiry and development - Hall, Elaine (Teachers and Teaching, 2009)

A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence - Hale, Daniel R; Fitzgerald-Yau, Natasha; Viner, Russel Mark (American Journal of Public Health, 2014)
We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.