The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic - Drane, Catherine; Vernon, Lynette; O’Shea, Sarah
Keywords: __C:filed:1; ⛔ No DOI found

The Impact of Open Educational Resources on Various Student Success Metrics - Colvard, Nicholas B; Watson, C Edward; Park, Hyojin
Keywords: ⛔ No DOI found

The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania.
Keywords: ⛔ No DOI found

The Impact of School Health Programmes - Grant, Catherine (2017)
This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education.
Keywords: ⛔ No DOI found

The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts - Galabawa, Justinian C. J.; Agu, Augustine Obeleagu; Miyazawa, Ichiro (Evaluation and Program Planning, 2002)
In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action.
Keywords: _C:Central African Republic CAF; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

The impact of stress on students in secondary school and higher education - Pascoe, Michaela C.; Hetrick, Sarah E.; Parker, Alexandra G. (International Journal of Adolescence and Youth, 2020)
Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.
Keywords: Academic; _genre:PR-primary_research; adolescent health; education; mental health and well-being; stress

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Research on Improving Systems of Education (RISE), 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
Keywords: C:Uganda; NULP; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:PR-primary_research; interesting

The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan - Shah, Madiha (Journal of Studies in Education, 2012)

The impact of teachers’ perspectives on the development of computing as a subject - Kennewell, Steve; Barnes, Jan (Debates in Computing and ICT Education, 2017)
Keywords: __C:filed:1

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

The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf

The impact of the digital revolution on human brain and behavior: where do we stand? - Korte, Martin (Dialogues in Clinical Neuroscience, 2020)
Keywords: Final_citation; anystyle; existing

The impact of Traffic-Related air pollution on child and adolescent academic Performance: A systematic review - Stenson, Chloe; Wheeler, Amanda J.; Carver, Alison; Donaire-Gonzalez, David; Alvarado-Molina, Miguel; Nieuwenhuijsen, Mark; Tham, Rachel (Environment International, 2021)
Background: The negative health impacts of traffic-related air pollution (TRAP) have been investigated for many decades, however, less attention has been paid to the effect of TRAP on children’s academic performance. Understanding the TRAP-academic performance relationship will assist in identifying mechanisms for improving students’ learning and aid policy makers in developing guidance for protecting children in school environments. Methods: This systematic review assessed the relationship between TRAP and academic performance. Web of Science, PubMed, CINAHL, Medline, PsycINFO, SPORTDiscus, Scopus and ERIC databases were searched for relevant, peer reviewed, articles published in English. Articles assessing exposure to TRAP pollutants (through direct measurement, local air quality monitoring, modelling, or road proximity/density proxy measures) and academic performance (using standardised tests) in children and adolescents were included. Risk of bias was assessed within and between studies. Results: Of 3519 search results, 10 relevant articles were included. Nine studies reported that increased exposure to some TRAP was associated with poorer student academic performance. Study methodologies were highly heterogeneous and no consistent patterns of association between specific pollutants, age groups, learning domains, exposure windows, and exposure locations were established. There was a serious risk of bias within individual studies and confidence in the body of evidence was low. Conclusions: This review found evidence suggestive of a negative association between TRAP and academic performance. However, the quality of this evidence was low. The existing body of literature is small, lacks the inclusion of high-quality exposure measures, and presents limitations in reporting. Future research should focus on using valid and reliable exposure measures, individual-level data, consistent controlling for confounders and longitudinal study designs.
Keywords: BE:RELEVANT

The Impact of TVET on Ghana's Socio-Economic Development: A Case Study of ICCES TVET Skills Training in Two Regions of Ghana - Pongo, NA; Effah, B; Osei-Owusu, B (American International Journal of Contemporary Research, 2014)
Integrated Community Centre for Employable Skills (ICCES) is an agency under the Ministry of Employment and Social Welfare with policy objective of filling the gap in employment generation by developing the young human resources in line with the poverty alleviation goal of the government of Ghana. The purpose of the study was to find out how the ICCES training programmes are achieving their purpose of increasing access of young person’s to skills acquisition and empowerment for productive employment. To harness the needed information, questionnaire, interview and observation, were employed in gathering data from the subjects. The results suggest that participants in the survey had all conferred that the programmes have being helpful to the communities in securing suitable employment that allows them to generate income within the social, family and financial constraints that they face in their communities and as such their social and economic status has being impacted positively.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Ghana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:leadership; P:economy; P:technology; R:case study; R:impact; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
Keywords: _C:Australia AUS; _C:China CHN; _C:India IND; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The Impact of Vocational Schooling on Human Capital Development in Developing Countries: Evidence from China. - Loyalka, P.; Huang, X.; Zhang, L.; Wei, J.; Yi, H.; Song, Y.; Shi, Y.; Chu, J. (World Bank Economic Review, 2016)
Keywords: ⛔ No DOI found

The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review - Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer (Professional Development in Education, 2016)
The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
Keywords: professional development; professional learning communities; science education; teacher knowledge; teacher practice

The Impacts of Teacher Training and Parental Engagement on Kindergarten Quality in Ghana - Woolf, Sharon; Aber, J.Lawrence; Berhman, Jere R. (Abdul Latif Jameel Poverty Action Lab (JPAL), 2021)
Keywords: ⛔ No DOI found

The implications of school improvement and school effectiveness research for primary school principals in Ethiopia - Mitchell, Rafael (Educational Review, 2015)
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

The implications of the COVID-19 pandemic for policy in relation to children and young people - DARMODY, MERIKE; SMYTH, EMER; RUSSELL, HELEN (ESRI Survey and Statistical Report Series, 2020)
Keywords: ⛔ No DOI found

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology - Weatherby, Kristen; Clark-Wilson, Alison; Cukurova, Mutlu; Luckin, Rose (TechTrends, 2022)
Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.

The importance of climate-friendly school buildings in Africa - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Keywords: Access to Education; Attitude Change; Barriers; Community Involvement; Cultural Influences; Educational Finance; Educational Planning; Educational Quality; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Bias; Governance; Government Role; Males; Political Issues; Single Sex Schools; Social Attitudes; Teacher Competencies; Transportation; War; Women Faculty

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
Keywords: ⛔ No DOI found

The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana - Hedges, John (International Journal of Educational Development, 2002)
This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.
Keywords: Basic education; C:Ghana; Deployment; Ghana; Induction; NQTs; Teacher education

The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities - Murray, Christopher; Pianta, Robert C. (Theory Into Practice, 2007)
In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
Keywords: _Added-ailr-2024

The Importance of Using Manipulatives in Teaching Math Today - Furner, Joseph M; Worrell, Nancy L
This paper explores the research and use of mathematics manipulatives in the teaching of mathematics today during an age of technology and standardized testing. It looks at the drawbacks and cautions educators as they use math manipulatives in their instruction. It also explores some cognitive concerns as a teacher goes about teaching with math manipulatives. The paper shares many commonly used math manipulatives used in today’s classrooms and matches them up to some of the Common Core Math Standards that are taught today in classrooms in the USA and around the world.
Keywords: ⛔ No DOI found

The “Improving learning through classroom experience” study - Megogo Bokamba, Tania (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

The “Improving Learning Through Classroom Experience” Study - Villavicencio Peralta, Xuzel; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The Improvement Learning Through Classroom Experience (ILCE) is a programme that focuses on the relationship between natural conditions and school learning outcomes

The Inclusion of Technology in Mathematics: The Effects of Electronic Mobile Devices in Early Years Mathematics - Ford, Emily Jayne (Reflective Practice in Teaching, 2019)
Keywords: __C:filed:1

The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa - Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis (Journal of Learning for Development, 2021)
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally.  This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19.  The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face.  These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning.  There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Keywords: Access; _genre:PR-primary_research; digital awareness; digital equity; digital knowledge; digital literacy; online earning; ⛔ No DOI found

The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa - Mwapwele, Samwel Dick (University of Cape Town, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:China CHN; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:France FRA; _C:Ghana GHA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The influence of generational differences on the integration of educational technology in higher learning institutions - Letsie, Likeleli (University of Pretoria, 2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Kosovo XKSVO; _C:Lesotho LSO; _C:Libya LBY; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019 - Eutsler, L.; Mitchell, C.; Stamm, B.; Kogut, A. (Educational Technology Research and Development, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

The influence of paikem gembrot model against student’s self efficacy and learning outcomes - Rasidi, Ahmad; Susana, Dian (IOP Publishing, 2020)
Keywords: _C:China CHN; _C:Indonesia IDN; __C:filed:1; __C:scheme:1

The Influence of The Transformational Leadership and Work Motivation on Teachers Performance - Andriani, Septi; Kesumawati, Nila; Kristiawan, Muhammad (International Journal of Scientific & Technology Research, 2018)
This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang.
Keywords: ⛔ No DOI found

The Influences of Emotion on Learning and Memory - Tyng, Chai M; Amin, Hafeez U; Saad, Mohamad N; Malik, Aamir S (Frontiers in Psychology, 2017)
Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory (LTM) retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and LTM retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies.

The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe - Wonder, M; Tenson, M (Eastern Africa Social Science Research Review, 2017)
The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:manufacture; P:social; T:Lehrlingsausbildung; T:apprenticeship training; publicImportV1

The Integration of Tablet Computers in Preparing Students for the Grade Four Literacy Test: Perception Versus Reality - McGhie-Sinclair, Tracy-Ann S. (Temple University, 2017)
Keywords: __C:filed:1

The International Handbook of Mathematics Teacher Education - Jaworski, B; Wood, T (Sense Publishers, 2008)

The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control - Davis, Emma E.; Pitchford, Nicola J.; Limback, Ellie (British Journal of Psychology, 2011)

The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas - Ryden, Barbara S. (The Astrophysical Journal, 2006)
Keywords: __C:filed:1

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)

The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic - Duong, Viet; Pham, Phu; Yang, Tongyu; Wang, Yu; Luo, Jiebo (arXiv:2004.09968 [cs], 2020)
Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis.
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning; Computer Science - Social and Information Networks; __C:filed:1; ⛔ No DOI found

The Journey to Scale: Moving Together Past Digital Health Pilots - Wilson, Kate; Gertz, Beth; Arenth, Breese; Salisbury, Nicole (PATH, 2014)
Keywords: Final_citation; cited; existing

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)

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

The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world - Kickbusch, Ilona; Piselli, Dario; Agrawal, Anurag; Balicer, Ran; Banner, Olivia; Adelhardt, Michael; Capobianco, Emanuele; Fabian, Christopher; Gill, Amandeep Singh; Lupton, Deborah; Medhora, Rohinton P.; Ndili, Njide; et al. (The Lancet, 2021)
Keywords: Final_citation

The landscape of research on learning in low-tech environments - Campana, Kathleen; Agarwal, Naresh Kumar (Information and Learning Sciences, 2019)
Keywords: __C:filed:1

The Last Mile in School Access: Mapping Education Deserts in Developing Countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-bykilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” - localized areas where families lack physical access to education - at unprecedented scale, detail, and costeffectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong countrywide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of “education deserts” in this context. We make our entire codebase available to the public – fully free, opensource, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
Keywords: Access to education; Education deserts; Education in developing countries; School placement

The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study - Davies, Theresa-Anne; Farquharson, Fiona (Journal of Vocational Education & Training, 2004)
Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:outcomes; P:measurement; R:case study; T:Lehrlingsausbildung; T:TVET; T:Training; Z:Apprenticeships; Z:Case Studies; Z:Education Work Relationship; Z:Foreign Countries; Z:Job Skills; Z:Job Training; Z:Labor Market; Z:Models; Z:Pilot Projects; Z:Skill Development; Z:Vocational Education; Z:Work Experience; publicImportV1

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)

The learning crisis | RISE Programme

The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa - Ajuwon, A A; Rhine, L (Health Information & Libraries Journal, 2008)
Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Kenya; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; P:electro; P:health; P:service industry; Q:ICT; Q:distance learning; T:Ausbildung; T:Training; __C:filed:1; publicImportV1

The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana - Smith, Bettye P; Lowe, Tony; Hunt-Hurst, Patricia; Okech, David; Blalock, Emily; Dery, Alexis (International Education, 2013)
This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:measurement; R:case study; T:Ausbildung; T:vocational skills; T:workplace education; Z:Accelerated death benefits; Z:Case studies; Z:Education; Z:Females; Z:Workforce; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. - European Commission. Joint Research Centre. (Publications Office, 2020)

The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets - Pietro, Di
Keywords: __C:filed:1; ⛔ No DOI found

The Limitations of Access Alone: moving towards open processes in education technology - Knox, Jeremy (OpenPraxis, 2013)
Keywords: C:International

The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage - Rafaeli, Tal (2020)
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019).
Keywords: ⛔ No DOI found

The Linux Command Line - Shotts, William
Keywords: ⛔ No DOI found

The lived experience of undergraduate students using tablet devices - Prendergast, Trevor (Durham University, 2020)
Keywords: _C:Canada CAN; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Malaysia MYS; _C:Slovakia SVK; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The Malawi Platform for Action: Peace - Semu, Linda; Kadzamira, Esme (Violence Against Women, the Girl Child and Economic Empowerment, 1995)
Keywords: _C:Malawi MWI; ⛔ No DOI found

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; LP: English; _C:Austria AUT; _C:India IND; _C:Maldives MDV; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The marginal returns to distance education: Evidence from mexico’s telesecundarias - Borghesan, Emilio; Vasey, Gabrielle (2021)
Keywords: Final_citation; cited; existing

The-Market-Design-Approach-to-Teacher-Assignment-Evidence-from-Ecuador.pdf

The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review - Ridge, Laura Jean; Klar, Robin Toft; Stimpfel, Amy Witkoski; Squires, Allison (International Journal of Nursing Studies, 2018)
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AAZ:Africa South of the Sahara; C:Rwanda; C:South Africa; CA:AandC; CCZ:Rwanda; CCZ:South Africa; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:T; D:developing country; P:health; P:media; P:nurse; T:Training; Z:Capacity building/methods; Z:Developing countries; Z:Education; Z:Health manpower; Z:Nursing; Z:Staff; _C:Uganda UGA; publicImportV1

The Meaning of Contemplation for Social Qualitative Research: Applications and Examples - Konecki, Krzysztof T. (Routledge, 2021)
This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.
Keywords: Social Science / Methodology; Social Science / Research

The 'Meaning' of Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter explores the relationship between technology and human meaning making. We begin by challenging the common assumption that technology is a threat to human meaning and move on to explore why collaborations with technology can lead to a greater sense of meaning for learners. We argue that education for meaning requires the design of educational technology that helps learners to more deeply participate in systems that unite the biological, social and technological.

The Mobile Gender Gap Report - Jeffrie, Nadia (GSMA, 2023)

The Moderating Effect of ICT Skills on Relationship Between HRM Practices and Teacher Educator Development in Bangladesh - Islam, Md Motaharul; Islam, Md Aminul
Keywords: _C:Bangladesh BGD; _C:Brazil BRA; _C:India IND; _C:Jordan JOR; _C:Malaysia MYS; _C:Mauritius MUS; _C:Pakistan PAK; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

The MOOC pivot - Reich, Justin; Ruipérez-Valiente, José A. (Science, 2019)
Keywords: Final_citation; cited; existing

The Mutual Construction of Statistics and Society - Saetnan, Ann Rudinow; Lomell, Heidi Mork; Hammer, Svein (2010)

The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out - Crocco, M.S.; Costigan, A.T. (Urban Education, 2007)

The National Industrial Training Authority

The Need for Context-specificity in Global Educational Policy Transfer by Non-state Actors: The Case of" Teach for All" to" Teach for India - OLANREWAJU, GIDEON SEUN (2021)

The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education - Naeve-Stoß, Nicole (2017)
The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1; ⛔ No DOI found

The ‘New’ New Technology: Exploiting the Potential of Mobile Communications and Open Educational Resources - Power, Tom (Teacher Education and the Challenge of of Development: a Global Analysis, 2013)

The next bibliometrics: ALMetrics (Author Level Metrics) and the multiple faces of author impact - Orduña-Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (El profesional de la información (EPI), 2016)

The next frontier: insights from Global event on Education Evidence Labs - Turney, Ella (Jacobs Foundation, 2023)
The Global Convening on Education Evidence Labs, hosted by Jacobs Foundation in partnership with the Foreign, Commonwealth, and Development Office (FCDO), alongside support from On Think Tanks (OTT), brought together stakeholders from Ministries of Education, EdLab implementing units, research institutions, multilateral agencies, and global funders. The event, held in mid-October 2023, aimed to address the […]

The next generation of machine learning for tracking adaptation texts - Sietsma, Anne J.; Ford, James D.; Minx, Jan C. (Nature Climate Change, 2023)
Machine learning presents opportunities for tracking evidence on climate change adaptation, including text-based methods from natural language processing. In theory, such tools can analyse more data in less time, using fewer resources and with less risk of bias. However, the first generation of adaptation studies have delivered only proof of concepts. Reviewing these first studies, we argue that future efforts should focus on creating more diverse datasets, investigating concrete hypotheses, fostering collaboration and promoting ‘machine learning literacy’, including understanding bias. More fundamentally, machine learning enables a paradigmatic shift towards automating repetitive tasks and makes interactive ‘living evidence’ platforms possible. Broadly, the adaptation community is failing to prepare for this shift. Flagship projects of organizations such as the IPCC could help to lead the way.
Keywords: Climate-change impacts; Interdisciplinary studies; Research data; _z:no_pdf; openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

The Nigerian Agricultural Sector: Issues & Challenges - Tudunwada, I.Y. (2014)
Keywords: ⛔ No DOI found

The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia - Yani, Ahmad; Rosita, Rosita (6th International Conference on Educational, Management, Administration and Leadership, 2016)
Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve
Keywords: Lebanon_event_2021; _C:Indonesia IDN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

The OECS Model of Integration in the Context of Caribbean Regionalism - Ishmael, Len (Membresía de CRIES/CRIES Members, 2002)
Keywords: ⛔ No DOI found

The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa - Haßler, Björn; Hennessy, S.; Hofmann, R (Frontiers in Education, 2020)
Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.
Keywords: Active Learning; Africa; Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Zambia; Culturally responsive pedagogy (CRP); Design-based implementation research; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; Inservice Teacher Education; Interactive Pedagogy; Learner-centred pedagogy; Low Income Groups; Motivation; Open Educational Resources; Peer Teaching; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; School leadership; Shared Resources and Services; Sustainable Development; Sustainable Development Goal (SDG) 4; Sustainable Development Goal 4; Teacher Profesisonal Development; Teacher Professional Development; Technology Uses in Education; Telecommunications; Zambia; __C:filed:1; ___working_potential_duplicate; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:b; peer-facilitation; school improvement; school-based active learning; sub-Saharan Africa

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. - Hennessy, S.; Haßler, Björn (2012)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials - Hennessy, S.; Haßler, Björn (2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

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

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

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Hennessy, S.; Haßler, Björn (The Centre for Commonwealth Education, 2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; ___duplicate_item; _zenodo:submitted; dode_eth-src-dode; dode_eth-trf2-dode

The Online Interface and Social Inclusion: A MOOC Study in Turkey - Meri-Yilan, Serpil (Journal of Interactive Media in Education, 2020)
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
Keywords: MOOC; Turkey; higher education; online interface; social inclusion

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

The origins and practice of participatory rural appraisal - Chambers, Robert (World development, 1994)

The outcomes of sexting for children and adolescents: A systematic review of the literature - Doyle, Caoimhe (Journal of Adolescence, 2021)
Introduction Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents. Methods Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts. Results Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others & reputational outcomes), and systems-level (distribution/public exposure of sexting content). Conclusions Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.
Keywords: Adolescents; Children; Cybersex; Final_citation; Review; Sexting; anystyle; existing

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

The patterns and purposes of school-based and cluster teacher professional development programs - Leu, Elizabeth (Issues Brief, 2004)
Keywords: ⛔ No DOI found

The (Perceived) Returns to Education and the Demand for Schooling. - Jensen, Robert (The Quarterly Journal of Economics, 2010)

The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria - Owo, Offia; Udoka, Isaac (Journal of Learning for Development, 2021)
The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
Keywords: ICT facilities; _genre:PR-primary_research; digital skills development.; e-learning; e-teaching; university education; ⛔ No DOI found

The performance of school assignment mechanisms in practice - de Haan, Monique; Gautier, Pieter A; Oosterbeek, Hessel
On the basis of theory alone, it is hard to advise school districts which school assignment mechanism to adopt. While the Deferred Acceptance (DA) mechanism has some desirable properties (strategy proofness and stability) that the Boston mechanism lacks, Boston may outperform DA in terms of welfare because it allows students to express the intensity of their preferences. We use a unique combination of administrative data and survey data to compare the two mechanisms empirically. We ﬁnd that DA results in higher average welfare than Boston. This ﬁnding contradicts the baseline results from some recent studies that use structural approaches. This contradiction can be attributed to the structural models’ assumption that students do not make strategic mistakes. When we impose this assumption, the welfare ranking of the mechanisms reverses.
Keywords: _C:Netherlands NLD; _C:United States USA; __C:filed:1; __C:scheme:1

The perils of preprints - Schalkwyk, May C. I. van; Hird, Thomas R.; Maani, Nason; Petticrew, Mark; Gilmore, Anna B. (BMJ, 2020)
Their use and platforms require greater scrutiny

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Policy research working paper : WPS, 2014)
Keywords: _C:Sierra Leone SLE

The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David; Marshak, Anastasia (Policy Research Working Paper, 2014)
Keywords: _C:Sierra Leone SLE

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper] - Sabarwal, S.; Evans, D.; Marshak, A. (Policy Research Working Paper, 2014)
Keywords: _C:Sierra Leone SLE

The Physics Teachers Acceptance of Multimedia Applications-Adaptation of the technology acceptance model to investigate the influence of TPACK on physics teachers acceptance behaviour of multimedia applications. - Mayer, Peter; Girwidz, Raimund (Frontiers, 2019)
Keywords: __C:filed:1

The Policy of Universal Secondary Education: Its Influence on Secondary Schooling in Grenada - Knight, Verna (Research in Comparative and International Education, 2014)
In an era of increasing access to secondary education in the Caribbean, it becomes critical that we understand the effect that Universal Secondary Education (USE) has had on our education systems in order to inform current educational reform efforts and future educational planning. This study explores the experience of the country of Grenada with the policy of USE. The study embraces the use of mixed methodologies which included document analysis, surveys and interviews in eight secondary schools throughout the tri-island state. The study builds on previous works and contributes to a greater understanding of how policies, such as USE, can create challenges for secondary schooling if not effectively managed. The findings reveal that the implementation of USE in Grenada was challenged by literacy weaknesses and poor teacher support, and impacted school organisational practices, as well as risk factors to educational success, such as student retention, student dropout, and student discipline in schools. The findings also establish the need for further study into the practice of students' non-attendance of classes as being related to USE.

The political economy of teacher management reform in Indonesia - Rosser, Andrew; Fahmi, Mohamad (International Journal of Educational Development, 2018)
Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reﬂects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Eﬀorts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.
Keywords: _C:Australia AUS; _C:Indonesia IDN; _C:Netherlands NLD; _C:Singapore SGP; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The Political Eeconomy of the Primary Education System in Tanzania - Quak, Evert-jan (2020)
This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other.
Keywords: ⛔ No DOI found

The Political Thoughts of Sir Sayyid Ahmed Khan - Aisha Abdu-Ismail; S, Shehu (Islamic Political Thoughts and Institutions, 2011)

The Politics of Education in Developing Countries: From Schooling to Learning - Hickey, Sam; Hossain, Naomi (Oxford University Press, 2019)
Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries.

The Politics of Learning: Directions for Future Research - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)

The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
Keywords: _C:Cambodia KHM; _C:China CHN; _C:Cuba CUB; _C:Ghana GHA; _C:Kenya KEN; _C:South Africa ZAF; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The potential and prerequisites of effective tablet integration in rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (British Journal of Educational Technology, 2020)
Keywords: __C:filed:1

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond - Wyse, Adam E.; Stickney, Eric M.; Butz, David; Beckler, Amanda; Close, Catherine N. (Educational Measurement: Issues and Practice)
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.
Keywords: COVID-19; __C:filed:1; assessment; instruction; practice; student learning

The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq - Bilagher, M.; Kaushik, A. (International Review of Education, 2020)
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Keywords: Accelerated Learning Programmes (ALPs); Evaluation; Iraq; LMIC; Marginalised; Sustainable Development Goal; Sustainable Development Goal (SDG) 4; United Nations; _AcademicRecoveryOECS; _Added to LR; _G:reviewed; access to education; education in (post-)conflict environments; education in emergencies; interview; learning; mixed; policy implementation; secondary education; survey; young population

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
Keywords: Final_citation; cited; existing

The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools - Theunissen, Kristen; Siebörger, Ingrid (IEEE, 2019)
Keywords: __C:filed:1

The Power of a Label: Merit Scholarships vs Needs-Based Scholarships? - Evans, David (World Bank Blog, 2018)

The power of professional learning communities - Brodie, Karin (Education as change, 2013)

The Primary Math and Reading Initiative (PRIMR). Kisumu information and communication technology (ICT) intervention endline report. Prepared under the USAID EdData II - Piper, B.; Kwayumba, D. (2014)
Keywords: ⛔ No DOI found

The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II - Piper, B.; Mugenda, A. (2012)
Keywords: ⛔ No DOI found

"The Primary Math and Reading (PRIMR) Initiative: Endline Impact Evaluation." In - Piper, B.; Mugenda, A. (RTI International, Research Triangle, 2014)
Keywords: ⛔ No DOI found

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net

The production of human capital in developed countries: Evidence from 196 randomized field experiments - Fryer, Jr, R.G. (Handbook of Economic Field Experiments, 2017)

The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences - Al-Ghatrifi, Yaqoob (University of Reading, 2016)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Benin BEN; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Kuwait KWT; _C:Malaysia MYS; _C:Malta MLT; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Portugal PRT; _C:Qatar QAT; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:Sweden SWE; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The professional life cycle of teachers - Huberman, M. (Teachers College Record, 1989)

The Project of the Future African City: Rethinking Urban Real Estate Finance’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2023)
Keywords: ⛔ No DOI found

The Promise of Access: Technology, Inequality, and the Political Economy of Hope - Greene, Daniel (The MIT Press, 2021)
"Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"--
Keywords: Computer literacy; Digital divide; Knowledge economy; Poverty; Social aspects; Technology and state; Washington (D.C.)

The Proposal for a LTSN Project Grant - Scribe, Richard Atkinson Birmingham-; Haßler, Björn; Quinney, Douglas (2001)
R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The psychometric and pragmatic evidence rating scale (PAPERS) for measure development and evaluation - Lewis, Cara C.; Mettert, Kayne D.; Stanick, Cameo F.; Halko, Heather M.; Nolen, Elspeth A.; Powell, Byron J.; Weiner, Bryan J. (Implementation research and practice, 2021)

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

The race between education and technology - Goldin, Claudia; Katz, Lawrence F. (Inequality in the 21st Century, 2018)
Keywords: Final_citation

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (29th PATT Conference "Plurality and complementarity of approaches in Design & Technology Education", 2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey - Debenedetti, Luciana; Kirke-Smith, Doug; Habarimana Mfura, Jean Leodomir (Innovations for Poverty Action, 2020)
During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.

The Rebirth of Education: Schooling Ain't Learning - Pritchett, Lant
Keywords: ⛔ No DOI found

The relationship between classroom temperature and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio (Building and Environment, 2019)
The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C.
Keywords: BE:Annotated; BE:RELEVANT; BE:temperature; Children; Cognitive performance; Elementary schools; Learning; Temperature; Thermal environment

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
Keywords: Tanzania; cost effectiveness; educational television; mathematics

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Keywords: Final_citation; cited; existing

The Relationship Between School Distance And Academic Achievement Of Primary School Pupils In Ovia North-East Lga, Edo State, Nigeria. - Stanley, Udoka; Emmanuel, Nelly; Igboh, Benedict (2017)
The aim of this study was to investigate the relationship between school distance and academic achievement of primary school pupils in Ovia North-East LGA. As a guide to this study, four research questions as well as three hypotheses were tested the correlational research design was adopted for this study. The population of the study comprised all primary schools in Ovia North-East LGA. There are one hundred and one primary schools out of which twenty schools (20%) were sampled using the random sampling technique and one hundred teachers were used as sample for the study. The research instrument was a structured questionnaire on relationship between school distance and academic achievement of primary school pupils (S.D.A.A.Q). The reliability of the instrument was established through the use of test re-test method. The collected data were analyzed using simple percentage and Pearson Product Moment Correlation (PPMC) statistic was used in testing the hypotheses at 0.05 level of significance. The instrument was trial tested in Uselu primary school, Egor Local Government Area in Edo State using 20 teachers. The reliability coefficient was 0.86. The findings of the study revealed that: pupils in Ovia North-East LGA covered long distance to school; there is significant relationship between school distance and academic achievement of primary school pupils; there is a relationship between school distance and academic achievement of male primary school pupils While for the female, there is no significant relationship between school distance and academic achievement. It was thus recommended that primary schools should be located in different strategic locations in the Local Government Area to reduce the distance covered by the pupils. Alternatively, school buses should be made available to convey the pupils to and from schools to overcome the problem of late coming and tiredness on the part of the pupils thereby by enhancing their academic achievement. Parents and guardians should locate schools closer to their place of residence so as to prevent the pupils from walking long distance to schools which may reduce the level of their academic achievement. Furthermore, the Government should ensure that the available primary schools are made conducive for effective learning so as to improve the academic achievement of the pupils. Again, pupils should be motivated as well as reinforced on regular basis to encourage them to attend school regularly.

The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study. - Zhao, Jingming; Yuping, Wei; Maideen, Ismail; Moe, Zan Khin; Nasirudeen, A. M. A. (Journal of Educational Technology, 2018)
Keywords: Final_citation; ⛔ No DOI found

The relationships between classroom air quality and children’s performance in school - Wargocki, Pawel; Porras-Salazar, Jose Ali; Contreras-Espinoza, Sergio; Bahnfleth, William (Building and Environment, 2020)
The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses.
Keywords: BE:RELEVANT; Carbon dioxide; Children; Cognitive performance; Elementary schools; Learning

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review - Yin, Hongbiao; Huang, Shenghua; Chen, Gaowei (Educational Research Review, 2019)
Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development.
Keywords: Burnout; Emotional labor; Lebanon_event_2021; Meta-analysis; Satisfaction; Teacher; _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:Finland FIN; _C:Germany DEU; _C:Greece GRC; _C:Iran IRN; _C:Italy ITA; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Netherlands NLD; _C:Oman OMN; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology - Kleiberg, Elisabeth Vestvik (2019)
Keywords: _C:Botswana BWA; _C:Ethiopia ETH; _C:Greece GRC; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Portugal PRT; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

The Research Capacity Strengthening Strategy For Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report - Watts, Michael; Akogun, Oladele B (Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

The Researcher’s Manual - Akogun, Oladele B (Paraclete Publishers Nigeria, 1999)

The returns to vocational training and academic education: Evidence from Tanzania - Kahyarara, Godius; Teal, Francis (World Development, 2008)
In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CC:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:manufacture; T:TVET; T:Training; Z:Benefits of education; Z:Employment skills; Z:Vocational education and training; publicImportV1

The right to education and ict during covid-19: An international perspective - Lorente, Luis Miguel Lázaro; Arrabal, Ana Ancheta; Pulido-Montes, Cristina (Sustainability, 2020)

The ripple effects of school closures during the COVID-19 pandemic - Freeman, Sloane J.; Cohen-Silver, Justine; Baker, Jillian M.; Rozenblyum, Evelyn; Suleman, Shazeen (Canadian Family Physician, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

The rise and rise of realist reviews?
Realist reviews are becoming an increasing popular approach to synthesising evidence about complex interventions. Whilst Geoff welcomes this increase, he raises challenges that such popularity might bring

The rise of artificial intelligence under the lens of sustainability - Khakurel, Jayden; Penzenstadler, Birgit; Porras, Jari; Knutas, Antti; Zhang, Wenlu (Technologies, 2018)

The Risks of Dangerous Dashboards in Basic Education (Center for Global Development | Ideas to Action)
Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results.

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2018)
Keywords: Final_citation; cited; existing

The Risks of Dangerous Dashboards in Basic Education - Pritchett, Lant (Research on Improving Systems of Education (RISE), 2020)

The role and effectiveness of augmented reality in patient education: A systematic review of the literature - Urlings, Julie; Sezer, Sümeyye; ter Laan, Mark; Bartels, Ronald; Maal, Thomas; Boogaarts, Jeroen; Henssen, Dylan (Patient Education and Counseling, 2022)
Objectives To provide an overview of the existing research concerning the use and effects of AR in patient education. Methods Following PRISMA guidelines four electronic databases were systematically searched. Inclusion criteria: empirical studies using any type of AR intervention in patient education across all medical specialties. Quality assessment of the retrieved literature was carried out. Results Ten papers, comprising 788 patients, were identified and included (Randomized controlled trial (RCT)(n = 3), non-randomized controlled trial (n = 3), before-and-after study (n = 3), and qualitative survey (n = 1)). Retrieved literature showed itself to be highly heterogeneous. The studied population included patients suffering from a diverse spectrum of chronic diseases (e.g., prostate cancer, diabetes mellitus, multiple sclerosis, epilepsy). Quantitative results indicated that the use of AR had a positive effect on knowledge retention and patient satisfaction. Qualitative findings suggested that patients liked the technology and felt comfortable with its use for educational purposes. The quality of the retrieved results was shown to be moderate to low. Conclusion The limited evidence of this topic suggests the possible potential of AR in patient education. Practice implication More research, using high-quality study designs and more evidence-based interventions, is needed to fully appreciate the value of AR on patient education.
Keywords: AR; Augmented reality; Chronic disease; Knowledge retention; Patient education; Patient satisfaction; Systematic review

The role and status of forced migrant teachers in education in emergencies - Penson, Jonathan (Commonwealth education partnerships, 2012)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Botswana BWA; _C:Canada CAN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Grenada GRD; _C:Kenya KEN; _C:Malta MLT; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Seychelles SYC; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria - Tudunwada, I.Y. (2007)
Keywords: ⛔ No DOI found

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Keywords: ⛔ No DOI found

The role of education in the uptake of preventative health care: The case of cervical screening in Britain - Sabates, Ricardo; Feinstein, Leon (Social Science & Medicine, 2006)
This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake.
Keywords: Britain; Cancer; Education; Screening

The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)

The role of formative evaluation in implementation research and the QUERI experience - Stetler, Cheryl B.; Legro, Marcia W.; Wallace, Carolyn M.; Bowman, Candice; Guihan, Marylou; Hagedorn, Hildi; Kimmel, Barbara; Sharp, Nancy D.; Smith, Jeffrey L. (Journal of general internal medicine, 2006)

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya - Simiyu, John Wanyonyi; Sambu, Lenah (International Journal of Humanities and Social Science, 2014)
The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (Std VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools.
Keywords: ⛔ No DOI found

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Keywords: Author:OpenDevEd

The Role of Meta-analysis in Educational Research - Hattie, John; Rogers, H. Jane; Swaminathan, Hariharan (A Companion to Research in Education, 2014)

The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience - Moon, Bob (Educação & Sociedade, 2008)
Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Distance Education; Teacher Education; publicImportV1

The role of open educational resources (OERs) in primary education in developing nations: A case study of India - Ganapathi, Janani (Queensland University of Technology, 2018)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Eritrea ERI; _C:Finland FIN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Togo TGO; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State - Aisha Abdu-Ismail (Lappai International Journal of Politics, 2014)

The Role of Place, Geography, and Geographic Information Systems in Educational Research - Mann, Bryan; Saultz, Andrew (AERA Open, 2019)
Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research.
Keywords: Lebanon_event_2021; _C:United States USA; __C:filed:1; __C:scheme:1; geographic information systems; geography

The role of professional learning communities to support teacher development: A social practice theory perspective - Feldman, Jennifer (South African Journal of Education, 2020)

The role of research preprints in the academic response to the COVID-19 epidemic - Brierley, Liam (2020)
The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance.

The Role of Social Goals in Academic Success: Recounting the Process of Conducting a Systematic Review - Goagoses, Naska; Koglin, Ute (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a reflective description of the steps taken in conducting a systematic review about the role of social goals in academic success. Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction.

The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria - Tudunwada, I.Y. (Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008, 2008)

The Role of Soil Management in Addressing Food Crisis in Nigeria - Tudunwada, I.Y. (Merit House, 2008)
Keywords: ⛔ No DOI found

The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective - Shereni, Ngoni Courage (Journal of Hospitality and Tourism Education, 2019)
© 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective.

The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study - Masquillier, Caroline; De Bruyn, Sara; Musoke, David (BMC pediatrics, 2021)

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
Keywords: ⛔ No DOI found

The role of video in teacher professional development - Marsh, Brian; Mitchell, Nick (Teacher Development, 2014)

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

The Roofing Store-Ridge Vent RV10P - For roof cladding with a trough depth of <38 mm (The Roofing Store)

The Routledge International Handbook of Research on Dialogic Education - Mercer, Neil; Wegerif, Rupert; Major, Louis (Routledge, 2019)
Keywords: __C:filed:1

The SACMEQ II Project in Kenya: A study of the conditions of schooling and the quality of education. Kenya Working Report, SACMEQ Educational Policy Research Series. Harare and Nairobi: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and Kenya Ministry of Education - Onsomu, E.; Nzomo, J.; Obiero, C. (2005)
Keywords: ⛔ No DOI found

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Keywords: Final_citation; cited; existing

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (Journal on Education in Emergencies, 2022)
Jusoor's Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program's assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.

The Scaling Playbook - IDRC (2019)
Keywords: Common good; Public interest; Scaling (Social sciences)

The science of learning - A summary of evidence about how children learn - Better purpose (2020)
Keywords: education

The Shurah and Democratic Governance in Islam - Salihi H.; A., Umar B.; Suleiman, H.; Aisha Abdu-Ismail (Shari’ah, Democracy and Good Governance, 2011)

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
Keywords: _C:Sierra Leone SLE

The silent fading of an academic search engine: the case of Microsoft Academic Search - Orduña-Malea, Enrique; Martín-Martín, Alberto; Ayllon, Juan M.; López-Cózar, Emilio Delgado (Online information review, 2014)

The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools - Lambert, Sarah (International Electronic Journal of Elementary Education, 2019)
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
Keywords: Collaborative Writing; Costs; Disadvantaged Schools; Educational Resources; Educational Technology; Electronic Publishing; Elementary Secondary Education; Faculty Development; Final_citation; Foreign Countries; Shared Resources and Services; Social Justice; Technology Uses in Education; Textbooks; cited; existing

The Skills Balancing Act in Sub-Saharan Africa - Arias, Omar; Evans, David K; Santos, Indhira (World Bank, 2019)

The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability - Arias, Omar; Evans, David K.; Santos, Indhira (World Bank Publications, 2019)
Keywords: Final_citation

The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid - James, Jeffrey (The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
Keywords: India; JioPhone; Mobile phone; Poverty; The Internet

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.