Improving Elementary Mathematics Education in Nicaragua: An Experimental Study of the Impact of Textbooks and Radio on Achievement. - Jamison, Dean T.; Searle, Barbara; Galda, Klaus; Heyneman, Stephen P. (Journal of Educational Psychology, 1981)

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
School enrollment and learning outcomes often lag far behind in settings where traditional social norms prevail. We present the main findings of a cluster randomized control trial that tested two components of a five-day intervention targeting 6-9-year-old children and their parents in northern Nigeria. These components consisted of community video screenings to reshape parental aspirations and attitudes towards education, and mobile literacy apps. After 12 months, community screenings decreased out-of-school children by 42 percent though did not improve learning outcomes. In half of the treatment communities, we provided an add − on where a third of attending households received a smartphone pre-loaded with gamified and digital library apps. This combined intervention increased literacy and numeracy skills by 0.46 and 0.63σ respectively. Learning impacts on boys and girls were similar in magnitude. The combined intervention had spillovers on non-targeted older children, where we observe an increase in literacy and numeracy skills of 0.34 and 0.47σ, and on adolescents a decrease in parenthood (13%) and early entry into the labor market (14%). Finally, using a standarized metric for reporting gains from education interventions, our results suggest that combining aspirational videos with engaging apps is a highly effective and cost-effective tool, a relevant finding for home-learning interventions targeting rural, low-literate communities that are governed by traditional social norms, where the evidence base remains scarce.
Keywords: Final_citation; aspirations; cited; disruptive technologies; early marriage; early parenthood; existing; learning; school enrollment; self-efficacy

Improving graduate outcomes for technical colleges in Nigeria - Okolie, Ugochukwu C.; Igwe, Paul A.; Elom, Elisha N. (Australian Journal of Career Development, 2019)
© Australian Council for Educational Research 2019. This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted.

Improving Home Economics Education: A Review of Factors Militating Inclusion of Home Economics Studies in Kenyan Secondary Schools - Maina, Robert; Kitainge, Kisilu (Arts and Social Sciences Journal, 2018)

Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures - Desimone L.M. (Educational Researcher, 2009)

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures - Desimone, L.M. (Educational Researcher, 2009)
Keywords: ___duplicate_item

Improving learning by increasing motivation, targeting instruction, and addressing school governance - J-PAL (2013)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

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

Improving Learning Through Classroom Experience in East Africa: Temperature, Lighting, and Sound Quality – Inception report - Haßler, Björn; Villavicencio Peralta, Xuzel Ana; Macharia, Grace; Toyinbo, Oluyemi; Nambatya, Mauricia; Mtebe, Joel; Schaffer, Jens; Wargocki, Pawel; Adam, Taskeen (Open Development & Education, 2022)
Keywords: Author:OpenDevEd; _publish; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Improving learning through classroom experience in Tanzania - Pattni, Ravina; Villavicencio Peralta, Xuzel; Toyinbo, Oluyemi; Proctor, Jamie; Forbes, Catriona; Atherton, Paul; Haßler, Björn (Laterite, Fab Inc, Open Development & Education, 2023)
This conference paper was delivered at UKFIET 2023 (Oxford). IT was a joint presentation between Laterite, Fab Inc, and Open Development & Education, as well as FCDO.
Keywords: _r:AddedByMyEducationEvidence

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

Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial - Jukes, M.C.H.; Turner, E.L.; Dubeck, M.M.; Halliday, K.E.; Inyega, H.N.; Wolf, S.; Brooker, S.J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC, Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great, but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

Improving literacy instruction in Kenya through teacher professional development and text messages support: a cluster randomized trial - Jukes, Matthew CH; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
Keywords: Final_citation; cited; existing

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment: The Case of Siyani Sahelian Programme in Pakistan - Aslam, Monazza; Cashman, Laura; Hamid, Moaaz; Rawal, Shenila; Jamil, Baela Raza; Sabates, Ricardo; Saeed, Saba (Poverty Impacts on Literacy Education, 2022)
Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to...

Improving machine learning performance using conceptual modeling - Castellanos, A.; Castillo, A.; Tremblay, M.C. (2021)

Improving Mathematics in Key Stages 2 and 3 - Henderson, P; Hodgen, J; Foster, C; Kuchemann, D (2017)
Eight recommendations to improve outcomes in maths for 7-14 year olds

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

Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration - Chamout, Rima (Walden University, 2020)
Keywords: _C:Algeria DZA; _C:China CHN; _C:Croatia HRV; _C:France FRA; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Kurdistan XKRDN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Improving procedural and conceptual mathematics outcomes: Evidence from a randomised controlled trial in Kenya - Piper, B.; Ralaingita, W.; Akach, L.; King, S. (Journal of Development Effectiveness, 2016)

Improving reading outcomes in Kenya: First-year effects of the PRIMR Initiative - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Mugenda, Abel (International Journal of Educational Development, 2014)
While educational participation is high in Kenya, literacy outcomes remain poor. The PRIMR Initiative aims to improve literacy learning by aligning curriculum and teacher practices with current research, providing ongoing instructional support and observation, and supplying basic instructional materials and English and Kiswahili books for students. In a randomized control trial in more than 400 schools in three counties in Kenya, the intervention improved oral reading fluency and in grade 1 formal and nonformal schools and grade 2 nonformal schools for both English and Kiswahili. The findings support the importance of in-classroom teacher support in program implementation to improve literacy outcomes.
Keywords: AWP2; Bilingual education; CitedIn:AKFC; International education; Kenya; Literacy; PRIMR; Reading; heterogeneity

Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries - Fitzpatrick, Rachael; West, Helen (2022)
Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.

Improving Results In Secondary Education (IRISE) - Open Development & Education (2022)
The IRISE project aims is to assist the Government of Liberia to improve the senior secondary education through “innovative approaches”.

Improving School Performance through School Ranking: The Double-Edged Sword of Accountability | RISE Programme

Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea - Idris, Khalid Mohammed; Asfaha, Yonas Mesfun (Nordic Journal of Comparative and International Education (NJCIE), 2019)
Keywords: _C:China CHN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Ghana GHA; _C:Namibia NAM; _C:Nigeria NGA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

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

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

Improving teacher professional development for online and blended learning: a systematic meta-aggregative review - Philipsen, Brent; Tondeur, Jo; Pareja Roblin, Natalie; Vanslambrouck, Silke; Zhu, Chang (Educational Technology Research and Development, 2019)
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.

Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Improving the teaching of English as a first additional language in South Africa. - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (American Economic Association, 2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: C:South Africa; __C:filed:1

Improving the teaching of FLN: Insights from behavioral sciences - Better purpose (2022)
The Bill & Melinda Gates Foundation (BMGF) commissioned this report to draw insights on how the behavioral sciences could provide a lens to help us (1) better understand the problem of low foundational learning levels in low- and middle-income countries (LMICs) by shedding light on what influences teachers’ decision-making in the classroom, and (2) help shape solutions to improve foundational learning by supporting teachers to implement effective instructional practices.
Keywords: education

In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI - Li, Jessica; Ghosh, Rajashi; Nachmias, Stefanos (Human Resource Development International, 2020)
Keywords: __C:filed:1

In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? - Bruns, Barbara (Center For Global Development, 2018)
An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy.
Keywords: _yl:b

In preparation

In-service Teachers' Sense of Agency after Participation in a Research Master Course - Impedovo, Maria Antonietta (International Journal of Educational Psychology, 2016)
Keywords: __C:filed:1

In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya - Onderi, Henry; Croll, Paul (Journal of in‐service education, 2008)
Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing country; F:achievement; F:attitude; F:curriculum; F:teaching; P:measurement; P:services; P:teacher education; P:teachers; T:TVET; T:work-based learning; Z:Academic Achievement; Z:Administrator Attitudes; Z:Educational Innovation; Z:Educational Needs; Z:Faculty Development; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Principals; Z:Secondary School Teachers; Z:Secondary Schools; Z:Teacher Attitudes; Z:Teacher Influence; Z:Vocational Education; publicImportV1

Inauguration of Sector Skills Bodies and subsequent Study Tour to India | Ghana skills Development

Incentives to Learn. - Kremer, Michael; Miguel, Edward; Thornton, Rebecca (The Review of Economics and Statistics 91, 2009)

Incentives Work: Getting Teachers to Come to School. - Duflo, Esther; Hanna, Rema; Ryan, Stephen P. (American Economic Review, 2012)

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (2019)
We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class.
Keywords: AOM Annual Meeting Proceedings 2020

Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo - Falisse, Jean-Benoit; Huysentruyt, Marieke; Olofsgård, Anders (Academy of Management Proceedings, 2020)
We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations.
Keywords: AOM Annual Meeting Proceedings 2020

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

Inception Report - Digital Literacy (Smart Africa) - Macharia,, Grace; Haßler, Björn; Martin,, Anna; Omboto,, Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)

Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data - World Bank (2018)

Inclusion (Inter-agency Network for Education in Emergencies)

Inclusion and Independence: The impact of Mobile Technology on the Lives of Persons with Disabilities in Kenya and Bangladesh - Jahan, Nusrat; Barbareschi, Giulia; Jan, Clara Aranda; Mutuku, Charles Musungu; Rahman, Naemur; Austin, Victoria; Holloway, Catherine (2020 IEEE Global Humanitarian Technology Conference (GHTC), 2020)
Globally, mobile technology plays a significant role connecting and supporting people with disabilities. However, there has been limited research focused on understanding the impact of mobile technology in the lives of persons with disabilities in low or middle- income countries. This paper presents the findings of a participatory photovoice study looking at the role that mobile phones play in the daily lives of 16 persons with disabilities in Kenya and Bangladesh. Participants used a combination of pictures and voice recordings to capture their own stories and illustrate the impact that mobile phone use has on their lives. Through thematic analysis, we categorized the benefits of mobile phones captured by participants as 1) Improved social connection; 2) Increased independence and 3) Access to opportunities. While mobile phones are ubiquitously used for communication, for persons with disabilities they become essential assistive technologies that bridge barriers to opportunities which are not accessible otherwise. Our paper adds evidence to the need for mobile phones for persons with disabilities to enable communication and connectivity in support of development.

Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms - Walker, Lisa Beth (University of Cambridge, 2020)
Keywords: _C:Albania ALB; _C:Australia AUS; _C:Austria AUT; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Germany DEU; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malaysia MYS; _C:Malta MLT; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Peru PER; _C:Russian Federation RUS; _C:Seychelles SYC; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Inclusion of GIS in student teacher training and its significance in higher education in southern African countries - Mzuza, Maureen Kapute; Westhuizen, Christo Van der (International Research in Geographical and Environmental Education, 2020)
Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.
Keywords: Southern Africa; _C:Angola AGO; _C:Botswana BWA; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; geographical information systems (GIS); geography; motivation tool; technology

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda - Ojok, Patrick; Wormnæs, Siri (International Journal of Inclusive Education, 2013)
Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.
Keywords: Uganda; attitudes; inclusive education; intellectual disabilities; teachers; willingness

Inclusive aid: changing power and relationships in international development - Groves, Leslie Christine; Hinton, Rachel Barbara (Earthscan, 2004)
Keywords: Developing countries; Economic assistance; Poverty

Inclusive and Special Education Approaches in Developing Countries - Price, Roz (2018)
The aim of this review was to present the recent evidence on the effectiveness of inclusive and special education approaches in improving learning and behavioural outcomes, with a focus on developing countries, particularly Ethiopia. One of the key difficulties surrounding inclusive education in developing countries is the lack of research about education in these countries. Although there has been an increase of research in the last 5 years, robust, empirical evidence for low- and middle-income countries is still lacking, and difficulties around clear definitions of inclusive education and comparability of data on education of children with disabilities, makes it difficult to assess to what extent they are being left behind. In particular, there is limited long-term data and evidence around learning achievements and outcomes for learners with disabilities, making it difficult to enact systemic changes to the education system that would improve learning achievements for children with disabilities (Schuelka, 2013). For most studies reviewed, data were lacking on whether outcomes differed according to gender, or whether interventions were cost-effective. The lack of data comparing different approaches that try to improve educational inclusion and outcomes for children with disabilities makes it difficult to judge what approach is most effective (Kuper et al, 2018).
Keywords: ⛔ No DOI found

Inclusive Design Toolkit - University of Cambridge (2023)

Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues - Mutepfa, Magen M.; Mpofu, Elias; Chataika, Tsitsi (Childhood Education, 2007)

Inclusive open education: presumptions, principles, and practices - Croft, Benjamin; Brown, Monica (Distance Education, 2020)
Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.
Keywords: marginalization; open education; open educational practices; open pedagogy; social identity; social justice

Inclusive rigour for complexity - Chambers, Robert (Journal of Development Effectiveness, 2015)

Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania - Malle, Abebe Yehualawork (Journal of Education and Learning, 2016)
This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Ethiopia; C:Kenya; C:Tanzania; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:disability; F:inclusion; F:policy; P:measurement; R:focus groups; R:interview; T:TVET; T:Training; T:training needs; Z:Comparative Education; Z:Disabilities; Z:Educational Legislation; Z:Educational Needs; Z:Educational Policy; Z:Focus Groups; Z:Foreign Countries; Z:Inclusion; Z:Interviews; Z:Special Education; Z:Specialists; Z:Vocational Education; publicImportV1; ⛔ No DOI found

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course - Zengin, Yilmaz (International Journal of Mathematical Education in Science and Technology, 2018)
The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.
Keywords: Colleges & universities; Computer Software; Content analysis; Data acquisition; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; GeoGebra; Geometry; Higher Education; History; History of mathematics; Mathematical Concepts; Mathematical Logic; Mathematical analysis; Mathematics; Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Qualitative analysis; Qualitative research; Software; Student Attitudes; Teachers; Turkey; Validity; __:import:01; __:match:final; __:matched; __:study_id:2098800; __finaldtb; dynamic mathematics software; pre-service teachers' views

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (IEEE, 2012)

Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis - Gakidou, Emmanuela; Cowling, Krycia; Lozano, Rafael; Murray, Christopher J.L. (The Lancet, 2010)

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
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:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

Increasing student involvement in their own learning - Calay, P.; Chambers, P.; Edwards, P.; Haßler, Björn; C. Hill,; P. Kahn (Undergraduate Mathematics Teaching Conference, 1999)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial - Humphrey, Jean H.; Mbuya, Mduduzi NN; Ntozini, Robert; Moulton, Lawrence H.; Stoltzfus, Rebecca J.; Tavengwa, Naume V.; Mutasa, Kuda; Majo, Florence; Mutasa, Batsirai; Mangwadu, Goldberg (The Lancet Global Health, 2019)

Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)
Keywords: _C:Sierra Leone SLE

Indicators and Methods for Assessing Entrepreneurship Training Programmes - Ismail, Zenobia (2018)
Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme.
Keywords: ⛔ No DOI found

Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential - Funk, Johanna; Guthadjaka, Kathy (Journal of Interactive Media in Education, 2020)
Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making.
Keywords: Indigenous knowledge and language; Open Education Practice; authority; authorship; digital inclusion and diversity; social justice

Indigenous knowledge on climate change adaptation: a global evidence map of academic literature - Petzold, Jan; Andrews, Nadine; Ford, James D.; Hedemann, Christopher; Postigo, Julio C. (Environmental Research Letters, 2020)
There is emerging evidence of the important role of indigenous knowledge for climate change adaptation. The necessity to consider different knowledge systems in climate change research has been established in the fifth assessment report (AR5) of the Intergovernmental Panel on Climate Change (IPCC). However, gaps in author expertise and inconsistent assessment by the IPCC lead to a regionally heterogeneous and thematically generic coverage of the topic. We conducted a scoping review of peer-reviewed academic literature to support better integration of the existing and emerging research on indigenous knowledge in IPCC assessments. The research question underpinning this scoping review is: How is evidence of indigenous knowledge on climate change adaptation geographically and thematically distributed in the peer-reviewed academic literature? As the first systematic global evidence map of indigenous knowledge in the climate adaptation literature, the study provides an overview of the evidence of indigenous knowledge for adaptation across regions and categorises relevant concepts related to indigenous knowledge and their contexts in the climate change literature across disciplines. The results show knowledge clusters around tropical rural areas, subtropics, drylands, and adaptation through planning and practice and behavioural measures. Knowledge gaps include research in northern and central Africa, northern Asia, South America, Australia, urban areas, and adaptation through capacity building, as well as institutional and psychological adaptation. This review supports the assessment of indigenous knowledge in the IPCC AR6 and also provides a basis for follow-up research, e.g. bibliometric analysis, primary research of underrepresented regions, and review of grey literature.
Keywords: _z:class:countries

Individual difference in thermal comfort: A literature review - Wang, Zhe; de Dear, Richard; Luo, Maohui; Lin, Borong; He, Yingdong; Ghahramani, Ali; Zhu, Yingxin (Building and Environment, 2018)
Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems.
Keywords: Comfort temperature; Individual comfort model; Individual difference; Personal comfort systems

Individuals using the Internet (% of population) - Bangladesh - World Bank (2020)

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment - Sadrizadeh, Sasan; Yao, Runming; Yuan, Feng; Awbi, Hazim; Bahnfleth, William; Bi, Yang; Cao, Guangyu; Croitoru, Cristiana; De Dear, Richard; Haghighat, Fariborz; Kumar, Prashant; Malayeri, Mojtaba; et al. (Journal of Building Engineering, 2022)
Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts. The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development. However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to trans portation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.
Keywords: _z:class:countries

Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach - Schwartz, Y.; Korolija, I.; Symonds, P.; Godoy-Shimizu, D.; Dong, J.; Hong, S. M.; Mavrogianni, A.; Grassie, D.; Mumovic, D. (IOP Publishing, 2021)
Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.
Keywords: BE:RELEVANT

Indoor Conditions in Educational Buildings: the Case of Bolzano Schools - Dugaria, S.; Pernigotto, G.; Gasparella, A. (2021)
Keywords: BE:RELEVANT; ⛔ No DOI found

Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa - S.M. Ali (BUK Press, 2021)

Indoor environmental quality of classrooms and occupants' comfort in a special education school in Slovak Republic - Vilcekova, Silvia; Meciarova, Ludmila; Burdova, Eva Kridlova; Katunska, Jana; Kosicanova, Danica; Doroudiani, Saeed (Building and Environment, 2017)
Keywords: BE:RELEVANT

Indoor environmental quality, pupils' health and academic performance - Toyinbo, Oluyemi Olagoke (Itä-Suomen yliopisto, 2017)
Basic elementary school is compulsory for students in most countries of the world. Therefore, children spend a considerable amount of their time in school studying. Subsequently, exposure to substances in their school indoor environment can affect their studies and health. In addition , children are more susceptible to indoor pollutants because their organ systems are immature. In general, there has been more research on the impact of offices and industrial environments on adult occupants than research on school environments involving pupils. The aim of this thesis is to assess elementary schools’ indoor environmental quality, and its associations with pupils’ health and learning outcomes. Data were collected from three countries (samples including all elementary schools in Finland, seventy elementary schools in United States of America and five elementary schools in Nigeria). This included measuring classroom indoor and outdoor temperature, carbon dioxide, carbon monoxide and relative humidity. Ventilation rates were also assessed as well as cleaning effectiveness. A walkthrough was done to evaluate school building characteristics while students and school principals were asked questions about health and school environmental conditions respectively. Data were also recovered from registries. The results from Finland showed that noise and poor air quality in classrooms were the most prevalent indoor environmental (IEQ) factors causing discomfort, while headache, fatigue and stuffy nose were the most prevalent health problems reported by students. Where students reported poor air quality in classrooms, it was associated with high measured mean temperature and low ventilation rates in those classrooms. Respiratory symptoms increased with thermal discomfort, inadequate ventilation and moisture damage. Missed school days as a result of respiratory symptoms was more common in schools with inadequate ventilation. Inadequate ventilation was associated with learning outcomes. Ventilation rate was dependent on the type of the ventilation system. Upgraded systems were found to provide more adequate ventilation and thermal comfort in schools. A negative significant correlation was also found between the number of students in the classroom and ventilation rate per student. In the US study, academic performance such as passing mathematical and reading tests was related to ventilation rates and indoor temperature in classrooms. Inadequate ventilation was associated with increased visits to school nurses due to respiratory symptoms while biological contamination of high contact surfaces was related to increased visits due to gastro-intestinal symptoms. In the Nigerian study, thermal discomfort was observed in classrooms especially in the afternoon even though most classrooms were adequately ventilated judging by indoor carbon dioxide (CO2) concentration. There was lack of functioning bathrooms in most schools studied and biological contamination of student desk was moderately high based on adenosine triphosphate (ATP) testing. It was considered important that activities that emit or produce hazardous materials are not present or near school buildings, as this will ultimately affect the IEQ of classrooms. There is a need to constantly and continuously evaluate school buildings, so that the best possible indoo r environment can be provided for students at all times.
Keywords: BE:LMIC; BE:RELEVANT

Indoor heat measurement data from low-income households in rural and urban South Asia - Tasgaonkar, Premsagar; Zade, Dipak; Ehsan, Sana; Gorti, Ganesh; Mamnun, Nabir; Siderius, Christian; Singh, Tanya (Scientific Data, 2022)
Rising temperatures are causing distress across the world, and for those most vulnerable, it is a silent killer. Information about indoor air temperature in residential dwellings is of interest for a range of reasons, such as health, thermal comfort and coping practices. However, there have been only few studies that measure indoor heat exposure, and contrast these to outdoor temperatures in rural-urban areas, of which none are in South Asia. We aim to close this knowledge gap with our indoor and outdoor heat measurement dataset, covering five low-income sites in South Asia. Two sites are in rural areas (Maharashtra, India), while three sites focus on urban areas (Dhaka, Delhi and Faisalabad). Data are based on 206 indoor temperature data loggers and complemented by data from five outdoor automated weather stations. The data-set can be used to examine temperature and humidity variation in low-socioeconomic status households in rural and urban areas and to better understand factors aggravating heat stress. This is important to plan and implement actions for combating heat stress.
Keywords: C:India; Environmental impact; _z:class:countries; _z:class:themes; _z:no_pdf; oa:keyword:indoor heat measurement data; oa:sdg:1 No poverty; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; oa:topic:T10766 Urban Heat Islands and Mitigation Strategies; oa:topic:T11244 Impact of Climate Change on Human Health; openalex:n:1; openalex:yes

Indoor temperature and health: a global systematic review - Tham, S.; Thompson, R.; Landeg, O.; Murray, K. A.; Waite, Thomas (Public Health, 2020)
Keywords: BE:RELEVANT

Indoor temperatures in patient waiting rooms in eight rural primary health care centers in northern South Africa and the related potential risks to human health and wellbeing - Wright, Caradee Y.; Street, Renée A.; Cele, Nokulunga; Kunene, Zamantimande; Balakrishna, Yusentha; Albers, Patricia N.; Mathee, Angela (International journal of environmental research and public health, 2017)
Keywords: BE:LMIC; BE:RELEVANT

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

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery (Resource Centre, 2017)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being.

INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery - Inter-Agency Network for Education in Emergencies (INEE) (2009)
This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government.
Keywords: __C:filed:1

INEE_Guidance_Note_on_Psychosocial_Support_ENG_v2.pdf - McNatt, Zaihra

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

Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools - Schultz, Lyndsie Marie (Education Policy Analysis Archives, 2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.
Keywords: Educational Legislation; Elementary School Teachers; Elementary Schools; Federal Legislation; Lebanon_event_2021; Minority Group Students; Poverty; Predictor Variables; Socioeconomic Status; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Urban Education; Urban Schools; _C:Argentina ARG; _C:Bolivia BOL; _C:Brazil BRA; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:India IND; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Influence of Air Temperature on School Teachers’ Mood and the Perception of Students’ Behavior - Boix-Vilella, Salvador; Saiz-Clar, Elena; León-Zarceño, Eva; Serrano, Miguel Angel (Sustainability, 2021)
Keywords: BE:RELEVANT

Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria - Abba, Habu Yusuf; Bint Abdul-Majid, Roshida; Ahmed, Muhammad Hamdan; Said, El-Nafaty Abbas (Journal of Xi'an University of Architecture & Technology, 2020)
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

Influence of Sun Shading Devices on Energy Efficiency, Thermal Comfort and Lighting Comfort in a Warm Semi-Arid Dry Mediterranean Climate - Pérez-Carramiñana, Carlos; González-Avilés, Ángel Benigno; Castilla, Nuria; Galiano-Garrigós, Antonio (Buildings, 2024)
The dry Mediterranean climate (BShs) is the European region with the highest number of hours of sunshine per year. The high annual solar radiation makes sun shading devices necessary to comply with current energy efficiency standards. However, these standards do not sufficiently consider their effect on the indoor lighting comfort of buildings. The objective is to qualitatively and quantitatively determine how movable sun shading devices jointly influence the energy efficiency, thermal comfort and lighting comfort of buildings in BShs climate. The scientific novelty of the work consists of demonstrating the limitations of the sun shading systems commonly used in southeastern Spain and determining the optimal technical solution in this climate to simultaneously improve thermal and lighting comfort. This research comparatively studies the influence of various movable sun shading systems on the daylighting and thermal performance of an educational building. This study conducted on-site measurements, user surveys and computer simulations to study how to improve the thermal and lighting performances of the building. This work demonstrates that interior solar shading provides little improvement in thermal comfort and reduces the cooling demand by only 25%. External movable sun shading improves thermal comfort and reduces the cooling demand by more than 60%, but only adjustable blinds or awnings achieve adequate and homogeneous illuminance values as they diffuse daylight. The paper concludes that energy efficiency standards should be modified to ensure adequate lighting comfort in buildings.
Keywords: energy efficiency; indoor lighting comfort; sun shading devices; thermal comfort; warm semi-arid dry Mediterranean climate

Influence of the teacher-student relationship in childhood conduct problems: A prospective study - Hughes, Jan N.; Cavell, Timothy A. (Journal of Clinical Child Psychology, 1999)
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.

Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices - Kimaiyo, Lilian C; Kitainge, Kisilu M; Too, Jackson (American Journal of Applied Psychology, 2016)
The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.
Keywords: ⛔ No DOI found

Influences of shadow education on the ecology of education – A review of the literature - Luo, Jiahui; Chan, Cecilia Ka Yuk (Educational Research Review, 2022)
Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research.
Keywords: Influence; Private tutoring; Supplementary education; Tutor; shadow Education

Influencing appraisals of emotional valence with spatial touchscreen interactions: An embodied approach to Positive Technology - Torres, Sergio Cervera (2017)
Keywords: _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Netherlands NLD; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) - Johansen, Johanna; Johansen, Christian; Noll, Josef (arXiv preprint arXiv:1808.09496, 2018)
Keywords: _C:Bangladesh BGD; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:Finland FIN; _C:Germany DEU; _C:India IND; _C:Namibia NAM; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

Information and Communication Technologies in Library and Information Science Education in Kenya - Minishi-Majanja, Mabel K.; Ocholla, Dennis N. (Education for Information, 2003)
Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:assessment; F:attitude; F:curriculum; F:learning; F:offline; F:pay; F:teaching; P:administration; P:electro; P:nature; P:services; P:technology; Q:ICT; Q:distance education; R:evaluation; R:questionnaire; SpecialTopic:Library; T:Classroom teaching; T:Training; Z:Administrator Attitudes; Z:Curriculum Evaluation; Z:Deans; Z:Educational Assessment; Z:Educational Development; Z:Educational Indicators; Z:Foreign Countries; Z:Information Science Education; Z:Information Technology; Z:Institutional Characteristics; Z:Questionnaires; Z:Technology Integration; Z:Technology Uses in Education; Z:Use Studies; publicImportV1; ❓ Multiple DOI

Information and communication technologies in teacher education: a planning guide - Khvilon, Evgueni; Patru, Mariana (UNESCO, 2002)

Information and Communication Technology as Agents of Change for Teaching and Teacher Development: A Case Study of a Secondary School, KwaZulu-Natal - Ngwane, Knowledge S.
Keywords: _C:Finland FIN; _C:South Africa ZAF; __C:filed:1; __C:scheme:1

Information and Communication Technology for Development - Heeks, Richard (2017)

Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria - Chukwuedo (International Journal of Vocational and Technical Education, 2013)
The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.
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:technology; Q:ICT; Q:distance learning; T:Educação profissionalizante; T:TVET; publicImportV1

Information Quality: The Potential of Data and Analytics to Generate Knowledge - Kenett, RS; Shmueli, G (John Wiley & Sons, 2016)

Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar. - Nguyen, Trang (World Bank, 2013)

Information technology implementation research: a technological diffusion approach - Cooper, Randolph B.; Zmud, Robert W. (Management science, 1990)

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Infrapedia App - Infrapedia (Infrapedia, 2020)

Iniciativas para el desarrollo de habilidades STEM de las adolescentes en la región de ALC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; F: Helpdesk response; _r:AddedByZotZen

Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market - Lemieux, Thomas; Milligan, Kevin; Schirle, Tammy; Skuterud, Mikal (Canadian Public Policy, 2020)
In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider.
Keywords: __C:filed:1

Innovation as an interactive process: from user-producer interaction to the national system of innovation - Lundvall, Bengt-Ake; Dosi, G.; Freeman, C. (1988, 1988)
Keywords: ⛔ No DOI found

Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor - Schultz, Susanne U. (2021)
Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana.
Keywords: Baubranche; Berufsausbildung; Fachkräftebedarf; Migration; Transnationale Qualifizierungs- und Mobilitätspartnerschaft; Zuwanderung; ⚠️ Invalid DOI

Innovation Enterprise Institutions

Innovation, growth, and social cohesion: the Danish model - Lundvall, Bengt-Åke (Edward Elgar Publishing, 2002)

Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity - Poth, Cheryl N. (SAGE, 2018)
Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use.
Keywords: Reference / Research; Social Science / Methodology; Social Science / Research

Innovation system research: Where it came from and where it might go - Lundvall, Bengt-Åke (Georgia Institute of Technology, 2008)
Keywords: ⛔ No DOI found

Innovative approaches to sexual and reproductive health and rights - Stienen, Petra (2023)
Sexual and reproductive health and rights (SRHR), which are related to bodily autonomy and selfdetermination in sexuality and reproduction, are particularly relevant to gender equality but concern every individual. Access to these rights should be ensured without discrimination based on any ground. This objective should be high in the priorities of legislators and policy makers. Innovation in science and technology, in areas such as communication and online medical consultation and prescription, facilitates the implementation of this policy priority.
Keywords: ⛔ No DOI found

Innovative delivery of education in Bangladesh using mobile technology - Cristol, Dean; Al-Sabbagh, Samah; Abdulbaki, Anwar; Majareh, Maryam; Tuhin, Salah Uddin; Gimbert, Belinda (2019)
Keywords: ⛔ No DOI found

Innovative Designs | Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Commission (Education Workforce Initiative, 2020)

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)
Keywords: _C:Sierra Leone SLE

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

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

Inside in-service teacher training: What works and how do we measure It? Working paper - Popova, Anna; Evans, David K.; Arancibia, Violeta (Washington, DC.: Rise Programme, 2016)
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Insights on ESL student teachers reflecting collaboratively online - Suppiah, Shubashini; Wah, Lee Kean, (PhD); Swanto, Suyansah, (PhD); Lajium, Denis Andrew, (PhD) (The English Teacher, 2019)
The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting.
Keywords: Collaboration; Distance learning; English as a second language--ESL; Linguistics; Malaysia; Problem solving; Professional development; Reflective practice; Researchers; Social research; Student teachers; Teacher education; Teaching; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095770; __finaldtb; ⛔ No DOI found

Instant Messaging Tutoring: A Case of South Africa - Budree, A; Hendriks, T (2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence), 2019)
This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths.
Keywords: Africa; Computers; Education; Final_citation; Instant Messaging; Instant messaging; Mobile handsets; Wireless communication; cited; developing country; existing; mlearning; mobile tutors

Institute of Education Sciences: Small Business Innovation Research Program (SBIR)
Institute of Education Sciences:Small Business Innovation Research Program (SBIR).This page provides information about the Small Business Innovation Research Program (SBIR)

Institutions, Incentives and Service Provision: Bringing Politics Back In - Levy, Brian; Walton, Michael (SSRN Electronic Journal, 2013)

Instructional coaching in Kenya: Supporting teachers to improve literacy outcomes - Zuilkowski, S.S.; Piper, B. (The Routledge international handbook on teacher quality and policy, 2017)

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

Instructions for costed plan tool - Teixeira, Beatriz (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Instructions for costed plan tool - Teixeira, Beatriz; Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Integrated Community Centres for Employable Skills (Ministry of Employment and Labour Relations)

Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa. - Piper, Benjamin (In. RTI International, 2009)
Keywords: ⛔ No DOI found

INTEGRATED OPERATIONS FRAMEWORK FOR THE EARLY CHILDHOOD DEVELOPMENT (ECD) SECTOR IN THE OECS REGION - Nichols, Tristi
Keywords: ⛔ No DOI found

Integrated Phase Change Material windcatcher system for hybrid cooling and ventilation in tropical building - Eso, Olamide; Darkwa, Jo; Calautit, John (World Energy Storage Conference, 2022)
This study presents a novel solar fan-assisted multi-directional windcatcher (MDW) with encapsulated phase change material tubes (E-PCMT) for tropical buildings. The ventilation, cooling, and thermal storage performance of the integrated ventilative cooling system is investigated using Computational Fluid Dynamics (CFD) Ansys Fluent software under tropical climate conditions. A parametric geometric analysis of three different E-PCMT configurations with melting temperatures at 28oC was conducted to assess the thermal storage performance at different air velocities. The impact of the optimised EPCMT when incorporated inside the air stream of the MDW was further studied. To overcome air flow resistance caused by the obstruction by EPCM-T inside the air streams, the windcatcher airflow is assisted by a wall-mounted axial solar fan that is activated when outdoor air velocity is less than 2m/s. The results based on a typical tropical location showed that the system was able to achieve a consistent and stable air temperature drop of up to 2.64oC over a 4-6-hour. Even at an outdoor air velocity of 1.88m/s, the novel integrated system, in addition to its cooling performance was still able to achieve a supply air velocity rate of 0.16 - 0.57 m/s, meeting the ventilation rates required for indoor comfort.
Keywords: _z:class:countries; _z:class:themes; ⛔ No DOI found

Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 - Government of South Africa (Department of Basic Education, 2011)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Education; Education and state; Teachers; Training of; publicImportV1

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)

Integrating conflict and disaster risk reduction into education sector planning - UNESCO IIEP (2011)
Keywords: ⛔ No DOI found

Integrating deep linguistic features in factuality prediction over unified datasets - Stanovsky, G.; Eckle-Kohler, J.; Puzikov, Y. (2017)
Keywords: ⛔ No DOI found

Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA - Abd El Karim, Ashraf; Awawdeh, Mohsen M. (Sustainability, 2020)
The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
Keywords: AHP; KSA vision 2030; MCDA; network analysis; quality of life; service accessibility; spatial suitability

Integrating new technology in the language classroom: innovative teacher identities - Valentyn, Gail (Stellenbosch: Stellenbosch University, 2019)
Keywords: _C:Australia AUS; _C:China CHN; _C:Estonia EST; _C:Finland FIN; _C:Mauritius MUS; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

Integrating scientific research: Theory and design of discovering similar constructs - Endicott, J.; Larsen, K.; Lukyanenko, R. (2017)
Keywords: ⛔ No DOI found

Integrating service quality with system and information quality: an empirical test in the e-service context - Xu, J.; Benbasat, I.; Benbasat, I. (MIS Quarterly, 2013)
Keywords: _z:no_pdf

Integration durch Bildung. Migranten und Flüchtlinge in Deutschland - Blossfeld, Hans-Peter; Bos, Wilfried; Daniel, Hans-Dieter; Hannover, Bettina; Köller, Olaf; Lenzen, Dieter; Roßbach, Hans-Günther; Seidel, Tina; Tippelt, Rudolf; Wößmann, Ludger (Münster: Waxmann, 2016)
Keywords: ⛔ No DOI found

Integration durch Bildung. Migranten und Flüchtlinge in Deutschland: Gutachten - Aktionsrat Bildung; Blossfeld, Hans-Peter (Waxmann, 2016)

Integration of ICTs into the curriculum of Cameroon primary and secondary schools: A review of current status, barriers and proposed strategies for effective Integration (International Journal of Education and Development Using Information and Communication Technology, 2016)
Keywords: ⛔ No DOI found

Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration - Ngajie, Berty Nsolly; Ngo, Mback Marie Charlotte (International Journal of Education and Development using Information and Communication Technology, 2016)
Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.
Keywords: Administrator Qualifications; Barriers; Change Strategies; Educational Administration; Educational History; Educational Technology; Elementary Secondary Education; Foreign Countries; Knowledge Level; Professional Development; Teacher Qualifications; Technology Integration; Technology Uses in Education; ⛔ No DOI found

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S. R. Khan (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

Integration von Migrantinnen und Migranten in Deutschland - Anerkennung ausländischer Berufsabschlüsse hat positive Arbeitsmarkteffekte - Brücker, Herbert; Glitz, Albrecht; Lerche, Adrian; Romiti, Agnese (2021)
Keywords: ⛔ No DOI found

Intelligent assistants in higher-education environments: the FIT-EBot, a chatbot for administrative and learning support - Hien, Ho Thao; Cuong, Pham-Nguyen; Nam, Le Nguyen Hoai; Nhung, Ho Le Thi Kim; Thang, Le Dinh (2018)

Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes - Khoperskov, A. V.; Khoperskov, S. A.; Zasov, A. V.; Bizyaev, D. V.; Khrapov, S. S. (Monthly Notices of the Royal Astronomical Society, 2013)

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction--CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics--Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Interaction with Children with Visual Impairments in the Classroom for All - Acheampong, Daniel Yaw (2018)

Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland - Munn, Penny; Ellis, Sue (The Curriculum Journal, 2005)
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed.
Keywords: _Added to LR; _G:reviewed; change model; implementation; reading recovery; school effect

Interactions between vocational and attitudinal skills in labour market outcomes: findings from the skills’ assessment of garment factory workers in Ethiopia - Otchia, Christian S.; Yamada, S. (Journal of Vocational Education and Training, 2019)
© 2019, © 2019 The Vocational Aspect of Education Ltd. In this paper, we analyse the effects of workers’ self-rated attitudinal skills and their performance on vocational skills tests on their wage. The survey was conducted with garment workers who had experience of less than three years in Addis Ababa, Ethiopia. The constituting elements of attitudinal skills were examined using the questionnaire for the workers. Meanwhile, a vocational skills test was conducted with the same population and graded by the employers and the vocational schools’ teachers. We found that the attitudinal skills, i.e. the desire to maintain a clean and tidy workplace and to follow the rules, are associated with higher earnings. Vocational skills, which are more likely to be rewarded by higher salaries, include sewing and patternmaking. We also found that the interaction between patternmaking, sewing, and attitudinal skills yielded higher returns. Interestingly, our results show that at higher levels of attitudinal skills, workers with high sewing skills, and high patternmaking skills earned a higher wage. Our results are robust to alternative measures of attitudinal skills that correct for reference bias and different specifications.

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
Keywords: _C:Belgium BEL; _C:France FRA; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:Netherlands NLD; _C:Seychelles SYC; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in psychology, 2018)
Keywords: _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Spain ESP; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide - Roger Federer Founation (2016)

Interactive machine learning for health informatics: when do we need the human-in-the-loop? - Holzinger, A. (Brain Informatics, 2016)

Interactive Radio and Audio Instruction Resources: Kenya - USAID (2020)
The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching

Interactive Radio and Audio Instruction Resources: Liberia - USAID (2020)
The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.

Interconnectedness of Reward Dissatisfaction of Public Technical Vocational Education and Training (TVET) Educators with Educator Turnover Intentions and Prolonged Tenure - Jeremiah, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia (2019)
Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover.

Interdistrict mobility and charter schools in Arizona: Understanding the dynamics of public school choice. - Powers, Jeanne; Topper, Amy Marcetti; Potterton, Amanda (2018)
This paper investigates the mobility patterns of elementary students enrolled in Arizona’s traditional public school districts and charter schools. We address movement related to two forms of public school choice simultaneously: interdistrict choice and charter schools. Most student movement is interdistrict or between school districts. In Arizona, interdistrict mobility has played a greater role in creating and sustaining an educational market than charter schools. There is also a substantial amount of student movement from charter schools to school districts. Regression analyses suggested that the relationships between different types of student mobility and school characteristics varied across the two sectors. We also document regional differences in mobility patterns, which indicate that education markets vary considerably across and within local contexts.
Keywords: _C:India IND; _C:Jordan JOR; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

International Aid and the Making of a Better World: Reflexive Practice - Eyben, Rosalind (Routledge, 2014)
How can international aid professionals manage to deal with the daily dilemmas of working for the wellbeing of people in countries other than their own? A scholar-activist and lifelong development practitioner seeks to answer that question in a book that provides a vivid and accessible insight into the world of aid – its people, ideas and values against the backdrop of a broader historical analysis of the contested ideals and politics of aid operations from the 1960s to the present day. Moving between aid-recipient countries, head office and global policy spaces, Rosalind Eyben critically examines her own behaviour to explore what happens when trying to improve people’s lives in far-away countries and warns how self-deception may construct obstacles to the very change desired, considering the challenge to traditional aid practices posed by new donors like Brazil who speak of history and relationships. The book proposes that to help make this a better world, individuals and organisations working in international development must respond self-critically to the dilemmas of power and knowledge that shape aid’s messy relations. Written in an accessible way with vignettes, stories and dialogue, this critical history of aid provides practical tools and methodology for students in development studies, anthropology and international studies and for development practitioners to adopt the habit of reflexivity when helping to make a better world.
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / Environmental Economics; Political Science / Public Policy / Environmental Policy; Social Science / Developing & Emerging Countries

International Centre for Evidence in Disability (London School of Hygiene and Tropical Medicine)

International Common Assessment of Numeracy. Background, Features and Large-scale Implementation - PAL Network (2020)

International Computer and Information Literacy Study 2018: Assessment Framework - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Duckworth, Daniel; Friedman, Tim (2019)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Chile CHL; _C:Cuba CUB; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Italy ITA; _C:Kazakhstan KAZ; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Trinidad and Tobago TTO; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

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

International Encyclopedia of Digital Communication and Society - Mansell, Robin; Ang, Peng Hwa; Steinfield, Charles; Graaf, Shenja van der; Ballon, Pieter; Kerr, Aphra; Ivory, James D.; Braman, Sandra; Kleine, Dorothea; Grimshaw, David J. (John Wiley & Sons, 2015)
The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research
Keywords: _r:ImportedToMyEducationEvidence

International Experiences with Intergrating Interactive Whiteboards: Policy, Practice, Pedagogy and Professional Development - Hennessy, Sara (Life in schools and classrooms, 2017)
Keywords: __C:filed:1

International Forum on AI and the Futures of Education, developing competencies for the AI Era, 7-8 December 2020: synthesis report - UNESCO Digital Library
Keywords: Final_citation; existing

International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning - Maclean, Rupert; Wilson, David (Springer Science & Business Media, 2009)
The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:SSA; A:West Africa; C:South Africa; CLL:en; Education / Adult & Continuing Education; Education / Counseling / Career Development; Education / Vocational; _C:Ghana GHA; publicImportV1

International handbook of information technology in primary and secondary education - Voogt, Joke; Knezek, Gerald (Springer international handbooks of education, 2008)

International large-scale computer-based studies on information technology literacy in education - Fraillon, Julian (Second Handbook of Information Technology in Primary and Secondary Education, 2018)
Keywords: _C:Australia AUS; _C:Japan JPN; _C:United States USA; __C:filed:1; __C:scheme:1

International Partnership of Distance and Online Learning for COVID-19 - Commonwealth of Learning (Commonwealth of Learning, 2020)

International Review of Research in Open and Distributed Learning - Ganapathi, Janani
Keywords: __C:filed:1; ⛔ No DOI found

International Review of Research in Open and Distributed Learning - King, Monty; Pegrum, Mark; Forsey, Martin (International Review of Research in Open and Distributed Learning, 2018)
Keywords: ⛔ No DOI found

International technical guidance on sexuality education - UNESCO (2018)

Internet Penetration in Africa - Internet World Stats (Internet World Stats)

Internet skills for expediting students’ learning - Francis, Bakare Shola; Latib, Azlan Bin Abdul; Bin Kamin, Yusri; Nordin, Mohd Safarin; Subari, Kamalularifin (International Journal of Recent Technology and Engineering, 2019)
©BEIESP. The accomplishment of any educational system despite the strategic design depends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The study adopted a survey research design. The population for the study consisted of 215 technology and vocational education teachers from Six (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was used to collect data from the respondents which was duly validated by experts. Cronbach Alpha reliability technique was used to determine the internal consistency of the questionnaire items at 0.91. Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order to enhance their competency for the purpose of boosting their performance in teaching.

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

Interoperability of the State Information System version 3.0 - Ministry Economic Affairs and Communications (2011)
Keywords: Final_citation

Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania - Edward, Joshua (Journal of Learning for Development, 2021)
Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select  879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
Keywords: exemption policy; health services access and elderly; literacy; ⛔ No DOI found

Interpreting qualitative data - Silverman, David (Sage, 2015)
Keywords: CitedIn:eCubed; DL4D cited; Done:ReferenceFixed; TPD@Scale-cited; TPD@Scale_1; eCubed

Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana - Steeves, Leslie; Kwami, Janet (Studies in Comparative International Development, 2017)
The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident.
Keywords: C: Ghana

Interventions for Improving Learning Outcomes and Access to Education in Low and Middle-Income Countries: A Systematic - Snilstveit, Birte; Stevenson, Jennifer; Phillips, Daniel; Vojtkova, Martina; Gallagher, Emma; Schmidt, Tanja; Jobse, Hannah; Geelen, Maisie; Pastorello, Maria Grazia; Eyers, John (Review. 3ie Systematic Review, 2015)
Keywords: ⛔ No DOI found

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

Intraclass Correlation Values for Planning Group-Randomized Trials in Education - Hedges, Larry V.; Hedberg, E. C. (Educational Evaluation and Policy Analysis, 2007)
Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated.

Introducing ChatGPT
We’ve trained a model called ChatGPT which interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests.

Introducing ChatGPT to a researcher’s toolkit: An empirical comparison between rule-based and large language model approach in the context of qualitative content analysis of political texts in Finnish - Kousa, Ilona (2023)
Keywords: ⛔ No DOI found

Introducing EIDU’s Solver Platform: Facilitating Open Collaboration in AI to Help Solve the Global Learning Crisis - Friedberg, Aidan (Springer International Publishing, 2022)
EIDU provides child-focused learning content along with digitally supported structured pedagogy programmes for teachers and is being rolled out to all public pre-primary schools across four counties in Kenya. EIDU is content-agnostic, allowing any provider to integrate new content into the platform, with the choice and order of content for each individual child optimised through personalisation algorithms. Autonomous digitised assessment tools enable real-time learning measurement which can be fed back to content providers and researchers, facilitating continuous improvement cycles. EIDU is providing open access to its platform to facilitate collaboration in the personalisation space with ‘the Solver Platform’. Researchers will have access to a vast, anonymised learning dataset to train and develop personalisation algorithms. These algorithms can be deployed onto the platform using a plug-in system and will automatically be evaluated and selected based on their measured learning impact, always ensuring the safety of learners comes first.
Keywords: Final_citation; cited; existing

Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS - Kennedy, Michael D. (John Wiley & Sons, 2013)
An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
Keywords: Science / Earth Sciences / Geography

Introducing ICAN (International Common Assessment of Numeracy)- as a Global Learning Metric – PAL Network

Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives - Shohel, M. Mahruf C.; Power, Tom (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods).
Keywords: BANGLADESH; Bangladesh; C:Bangladesh; COMPUTER assisted language instruction; COMPUTERS in education; CONTINUING education; Computer Assisted Instruction; DISTANCE education; Developing Nations; Digital audio players; Distance Education; Distance learning; ENGLISH language -- Study & teaching -- Foreign speakers; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Development; Educational Technology; Educational technology; Elementary Secondary Education; English (Second Language); English in Action support model; English language; Foreign Countries; Handheld Devices; Higher Education; Inservice Teacher Education; Interviews; LANGUAGE teachers; Language instruction; Multimedia Instruction; OPEN learning; Open Universities; Pilot Projects; Postsecondary Education; Professional development; Program Descriptions; Program Development; Program Effectiveness; Protocol Materials; SECONDARY education; Second Language Instruction; Secondary Education; Secondary School Teachers; Studies; TEACHER development; TEACHERS -- Attitudes; TELEMATICS; Teacher Attitudes; Teachers; Technology Integration; United Kingdom; Video Technology; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2098161; __C:filed:1; ___working_potential_duplicate; __finaldtb; mobile learning; mobile technology; technology intervention

Introducing tablet computers to a rural primary school: An activity theory case study - Al-Huneini, Hamood; Walker, S. Aisha; Badger, Richard (Computers & Education, 2020)
Keywords: __C:filed:1

Introducing Teachers Registration Council of Nigeria - Teachers Registration Council of Nigeria (2008)

Introducing the 2023 Post Growth Fellows - Holmes, Natalie (Post Growth Perspectives, 2023)
Influential researchers, thought leaders, activists, artists, and entrepreneurs from a range of backgrounds, fields, and cultures.

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

Introduction Keynotes - Technical and Vocational Education and Training in Sub-Saharan Africa: the missing middle in post-school education - Lolwana, Peliwe; Oketch, Moses O. (Vocational Education and Training in Sub-Saharan Africa, 2017)
The structure of education systems in Sub-Saharan countries is characterised by Basic Education; Technical and Vocational Education (TVET) as well as University Education. Whilst the basic education system has grown to be a large system that accommodates almost all children, the size of post-basic education options available to young people in these countries is still very small and weak. There is a social crisis of large numbers of young people who are not in education, employment and work in the context of skills shortages in the labour market. There are, in other words, both supply and demand issues to which the present form of post-school is unable to respond adequately. There is a challenge of the ‘missing middle’ in the Sub-Saharan education and training systems and young people who simply disappear to thin air after leaving school.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; AA:SSA; CLL:en; Comparative Analysis; publicImportV1

Introduction: Learning about teacher learning: reflections of a science educator - Wallace, J. (Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning, 2003)

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Introduction to AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (AI in Learning: Designing the Future, 2023)
The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning