Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach - Fauzi, Muhammad Ashraf (Journal of Knowledge Management, 2022)
Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
Keywords: Academics; Higher education institution; Knowledge hiding; Knowledge sharing; Students

Knowledge extraction and applications utilizing context data in knowledge graphs - Do ̈rpinghaus, J; Stefan, A (2019)
Keywords: ⛔ No DOI found

Knowledge and Policy Formulation: Reducing Gender Inequalities in Education in Sub-Saharan Africa: Malawi Case Study - Kadzamira, Esme C. (1997)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Knowledge and identity: An African Vision of Higher Education Transformation - Makgoba, Malegapuru; Seepe, Sipho (Towards an African Identity of Higher Education, 2004)

Knowing the System: Incentives and Education Reforms in Tanzania - Opalo, Ken
Keywords: ⛔ No DOI found

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

King Arthur's Round Table: How collaborative conversations create smart organizations - Perkins, D. (Wiley, 2003)

Kidscreen quality-of-life measure for children and adolescents - Ravens-Sieberer, U; Gosch, A; Erhart, M; Bruil, J; Duer, W; Auquier, P; Power, M; Abel, T; Czemy, L; Mazur, J; Czimbalmos, A; Tountas, Y; et al. (Expert Review of Pharmacoeconomics & Outcomes Research, 2005)
Keywords: Done:ReferenceFixed; eCubed

KfW Development Bank | Home
Here you find information on the activities of KfW Development Bank.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

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

Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

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

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

Key stage 4 performance, Academic year 2022/23 - ONS (2023)
This statistical release focuses on the GCSE results of pupils at the end of Key Stage 4 (KS4) attending state-funded schools in England. This provisional release includes pupil characteristic breakdowns such as disadvantage status, free school meal status, special educational needs status and ethnicity. In 2022/23 there was a return to pre-pandemic standards for GCSEs, AS and A levels, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead, of GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23. More information on qualification grading approaches in 2023 and in 2022 can be found at Exam results 2023: 10 things to know about GCSE, AS and A level grades - The Ofqual blog and Vocational and technical qualifications grading in 2023   - The Ofqual blog and Ofqual’s announced approach to grading assessments in summer 2022. The KS4 performance measures reported in this release, and on the performance tables website, for the 2022/23 academic year have been affected by the following factors:   The return to pre-pandemic grading in 2022/23, with some protections.  2022/23 performance measures may include some qualification grades that were awarded in 2021/22 using a different grading approach. Results achieved between January 2020 and August 2021, by pupils included in 2022/23 measures, are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and pupils. For more information on how we calculate performance measures, and the factors affecting measures for 2022/23, please see the KS4 technical guide. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022 outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It is expected that performance in 2023 will generally be lower than in 2022. For this reason, users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in pupil performance alone. To find out more about this, please visit our secondary accountability measures guide.

Key stage 2 attainment, Academic year 2022/23 - ONS (2023)
This publication provides revised attainment and progress statistics for key stage 2 national curriculum assessments in England. It is an update to the provisional statistics published on 12 September 2023 and extends the Key stage 2: National headlines statistics published on 11 July 2023. Progress measures of pupils between key stage 1 and key stage 2 are included. These statistics cover attainment in assessments taken by pupils at the end of year 6, when most are age 11.   It includes results for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status and first language; at local authority district, school location and pupil residency broken down by disadvantage, free school meal eligibility and school type.  Some of these breakdowns are not discussed in the text but can be accessed via the table tool or by downloading the data files. All gaps and percentage point differences are calculated from unrounded figures.

Key stage 1 and phonics screening check attainment, Academic year 2022/23 - ONS (2023)
This publication provides the attainment of pupils in the 2023 phonics screening check and key stage 1 (KS1) national curriculum teacher assessments (TA).  It includes statistics for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by gender. Pupils take the phonics screening check at the end of year 1, typically aged 6. Pupils who do not meet the expected standard take the check again at the end of year 2, typically aged 7.  Pupils are assessed at the end of key stage 1 (year 2) in reading, writing, maths and science. There were no assessments in 2020 and 2021 due to the pandemic.  End of KS1 assessments will become non-statutory from the 2023/24 academic year onwards. Optional assessments will still be offered, but these statistics will not be published in 2023/24. The phonics screening check attainment section of this publication will continue to be published to the same schedule.  All gaps and percentage point differences are calculated from unrounded figures.

Key programme definitions - Refugees, United Nations High Commissioner for (UNHCR)

Key design factors in durable instructional technology professional development - Wells, J G (Journal of Technology and Teacher Education, 2009)
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J.G. (Journal of Technology and Teacher Education, 2007)
Keywords: ⛔ No DOI found

Key Barriers to Girls’ Education in the ASEAN and Pacific Region - Price, Roz (2020)
This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
Keywords: ⛔ No DOI found

Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.

Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC, Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Kenya National Qualifications Framework Act (2014)

Kenya National Qualifications Authority

Kenya National Qualifications Authority - Government of Kenya (Kenya National Qualifications Authority)
Welcome to KNQA The Kenya National Qualifications Authority (KNQA) was set up in 2015 to help coordinate and harmonize education, training, assessment and quality assurance of all qualifications awarded in the country; with the view to improving quality and international comparability. The KNQF which the authority has developed and is now implementing
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Kenya National Examination Council Act No. 29

Kenya National Examination Council

Kenya Institute of Curriculum Development Act (2013)

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)

Kenya Association of Technical Training Institutions | Home (KATTI)
The Kenya Association of Technical Training Institutions (KATTI) is the body that co-ordinates the activities of Technical Training Institutes all over the country. It was started in the year 1997.

Kenya Association of Manufacturers (Kenya) - KAM
Kenya Association of Manufacturers (KAM) is a respected business association that unites industrialists and offers a common voice for businesses.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Industry; publicImportV1

Kenya Association of Manufacturers

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. - von Hahmann, Gail; Tengbeh, Josephine FD (International Journal on School Disaffection, 2008)
Keywords: _AcademicRecoveryOECS

Keeping children engaged and achieving in mathematics - Education Review Office (2018)

Keeping a personal-professional journal - Holly, Mary Louise (School-based professional development., 1987)
Keywords: CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

Karlan and Leiden (2014)

Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

K4D Strengthening Cross-sector Learning for Education and FCAS - Freed, Danielle (2022)
This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.

Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Keywords: SSEIP; _C:Sierra Leone SLE

Junior Secondary I, II, III English (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Keywords: SSEIP; _C:Sierra Leone SLE

Journal of Vocational, Adult and Continuing Education and Training - JOVACET

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
Keywords: Final_citation; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage - Pillay, Venitha (Professional Development in Education, 2020)
Keywords: _C:Australia AUS; _C:Cameroon CMR; _C:Ethiopia ETH; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (The Electronic Journal of e-Learning, 2014)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

JiFUNzeni: a blended learning approach for sustainable teachers' professional development - Onguko, Brown Bully (The Electronic Journal of e-Learning, 2014)
JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was field tested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers' professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, there were follow-up interviews conducted with eight of the ten teachers and two PDTs who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on more efficient ways of applying technology attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. [PUBLICATION ABSTRACT]
Keywords: Cooperative learning; Distance learning; Education--Computer Applications; Internet; Kenya; Sustainability; Training; __:import:01; __:match:final; __:matched; __:study_id:2096405; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

JICA - Japan International Cooperation Agency - Government of Japan
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

JASP - A Fresh Way to Do Statistics (JASP - Free and User-Friendly Statistical Software)
JASP is an open-source statistics program that is free, friendly, and flexible. Armed with an easy-to-use GUI, JASP allows both classical and Bayesian analyses.

Jahresgutachten 2020 (2020)

JABSOM Library: Colandr for Systematic Reviews: Introducing Colandr - Kahili-Heede, Melissa
Using the systematic review tool for title and abstract screening, full-text article screening, and data extraction

It takes avillage to raise a teacher: The Learning assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (2017)

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (The Open University and Plan International, 2017)
Keywords: _C:Sierra Leone SLE

‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models - Rowe, Niamh (The Guardian, 2023)
Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals
Keywords: Artificial intelligence (AI); ChatGPT; Computing; Kenya; Meta; OpenAI; Technology

Issues and challenges related to digital equity: an overview - Resta, P.; Laferriere, T.; McLaughlin, R.; Kouraogo, A. (Second handbook of information technology in primary and secondary education, 2018)

Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions - Castro, Felipe González; Barrera, Manuel; Holleran Steiker, Lori K. (Annual review of clinical psychology, 2010)
This article examines issues and challenges in the design of cultural adaptations that are developed from an original evidence-based intervention (EBI). Recently emerging multistep frameworks or stage models are examined, as these can systematically guide the development of culturally adapted EBIs. Critical issues are also presented regarding whether and how such adaptations may be conducted, and empirical evidence is presented regarding the effectiveness of such cultural adaptations. Recent evidence suggests that these cultural adaptations are effective when applied with certain subcultural groups, although they are less effective when applied with other subcultural groups. Generally, current evidence regarding the effectiveness of cultural adaptations is promising but mixed. Further research is needed to obtain more definitive conclusions regarding the efficacy and effectiveness of culturally adapted EBIs. Directions for future research and recommendations are presented to guide the development of a new generation of culturally adapted EBIs.

Island nations have the edge in keeping Covid away – or most do - The Guardian (the Guardian, 2020)
Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’

Islamic Political Thoughts and Institutions,Kano - Aisha Abdu-Ismail (International Institute of Islamic Thought (Nigeria, 2011)

Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2010)

Is your school making the most of digital technologies for learning?

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item; _r:ImportedToMyEducationEvidence

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence. - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
Keywords: Author:OpenDevEd; Bangladesh; COVID-19; Ecuador; Ethiopia; Ghana; Kenya; Mongolia; Senegal; Vietnam; access to education; educational technology; learning continuity; ⛔ No DOI found

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

Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective - Deissinger, Thomas (From Diagnostics to Learning Success: Proceedings in Vocational Education and Training, 2013)
Keywords: Apprenticeship System; Apprenticeship Training; Dual System; Qualification Framework; Vocational Qualification; ⚠️ Invalid DOI

Is the acquisition of basic-colour terms in young children constrained? - Pitchford, Nicola J.; Mullen, Kathy T. (Perception, 2002)

Is technology good for education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate

Is standardization the enemy of personalization? Not necessarily - Fisher, Julia Freeland (Christensen Institute, 2018)
A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first.
Keywords: Final_citation; existing

Is Standardization the Answer to Personalization? - France, P.E. (Educational Leadership, 2017)
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Keywords: Final_citation; cited; existing

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Is indoor environmental quality in my school classroom safe? - Warwocki, Pawel (Open Development & Education, 2023)
How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described and a simple survey that can be used with schoolchildren. An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania - Nakano, Yuko; Tsusaka, Takuji W.; Aida, Takeshi; Pede, Valerien O. (World Development, 2018)
Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:agricultural; P:economy; P:measurement; P:social; P:technology; R:impact; T:Training; T:trainee; Z:Agricultural training; Z:Rice cultivation; Z:Social learning; Z:Sub-Saharan Africa; Z:Technology adoption; publicImportV1

Is Blended Learning Better than Online Learning for B.Ed Students? - Ranjan, Prabhas (Journal of Learning for Development, 2020)
Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
Keywords: Moodle; blended learning; experimental study; face-to-face learning; online learning; ⛔ No DOI found

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? - Cilliers, Francois J. (Perspectives on Medical Education, 2015)
Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
Keywords: __C:filed:1

Iris.ai - Your Researcher Workspace – Leading AI for your research challenge (Iris.ai - Your Researcher Workspace)
AI for scientific text understanding - literature reviews, research data extraction, post-market surveillance, and other tedious tasks.
Keywords: _Added-ailr-2024

IRB 2020-09 CL.pdf

IPDCTalks - Speaker Cable Green's full speech on SDG 4: Education (2016)
Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education. Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands....

IPCC-Climate-Trends-Fact-Sheet-for-Africa - Intergovernmental Panel on Climate Change (2023)

iPads in the Primary School: Emerging Research - Falloon, Garry (ACEC 2014, 2014)
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)

IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa - Hemminki, Anni; Lummelahti, Miina (2020)
Keywords: _C:Finland FIN; _C:Malaysia MYS; _C:Oman OMN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
Keywords: ⛔ No DOI found

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (System Science (HICSS), 2012 45th Hawaii International Conference on, 2012)
Keywords: ⛔ No DOI found

IPA study

ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf

Investing in rural people in Sierra Leone | Knowledge for policy

Investigation of gender differences in sleeping comfort at different environmental temperatures - Pan, Li; Lian, Zhiwei; Lan, Li (Indoor and Built Environment, 2012)

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Keywords: Critical Thinking; Diaries; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Investigating the relation between electroencephalogram, thermal comfort, and cognitive performance in neutral to hot indoor environment - Lang, Xiaoyue; Wargocki, Pawel; Liu, Weiwei (Indoor Air, 2022)
The relation between electroencephalogram signals, thermal comfort, and cognitive performance in neutral to hot indoor environment was investigated. The experiments were carried out at four temperatures: 26ºC, 30ºC, 33ºC, and 37ºC, and two relative humidity levels: 50% and 70%. Thirty-two subjects were exposed for 175 min. The electroencephalogram signals were measured for 30 min 25 min after the onset of exposure while the recruited subjects performed neurobehavioral tests and rated their thermal comfort. The relative power of electroencephalogram signals has a significant correlation with thermal comfort and performance of neurobehavioral tests. The ratings of acceptability of thermal environment and thermal comfort, the speed, accuracy, and PI of completing the tests are negatively correlated with the relative power of δ-band, but positively correlated with θ-band, α-band, and β-band. The ratings of thermal sensation have a better correlation with the above four bands, but the correlation trend is opposite. A linear relation was found between electroencephalogram signals and the speed. The results showed that the relative power of P7 channel located in the occipital lobe is the most suitable as a single electroencephalogram channel to reflect joint thermal comfort and cognitive performance at high temperatures, especially its α-band.
Keywords: BE:RELEVANT; acceptability of thermal environment; cognitive performance; electroencephalogram; occipital lobe; thermal comfort; thermal sensation

Investigating the rationale for material selection in tropical housing projects in Uganda – a Case for Interlocking Stabilised Soil Blocks (ISSB) technology - Nambatya, Margret Mauricia (University of Cambridge, 2015)
Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK.
Keywords: ⛔ No DOI found

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility - Matsumura, L.C.; Garnier, H.E.; Correnti, R.; Junker, B.; Bickel, D.D. (The Elementary School Journal, 2010)

Investigating the Barriers to Teachers’ Professional Development in an EFL Context - Soodmand Afshar, Hassan; Ghasemi, Shabnam (Journal of Modern Research in English Language Studies, 2020)
Keywords: _C:China CHN; _C:Iran IRN; _C:Israel ISR; _C:Lesotho LSO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan, Leh Wi Lan (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools - Kim, Hye Jeong; Kim, Hyeoncheol (The Asia-Pacific Education Researcher, 2017)
Keywords: __C:filed:1

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom - Morgana, Valentina; Shrestha, Prithvi N. (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Italy ITA; _C:Malaysia MYS; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
Keywords: ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Brok, Perry Den (Journal of Technology and Teacher Education, 2018)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Investigating effects of using digital video in teacher training in Cambodia - Lok, Leandra; Schellings, Gonny; Brouwer, Niels; Den Brok, Perry (Journal of Technology and Teacher Education, 2018)
While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions.
Keywords: Active Learning; Behavior Change; Cambodia; Cultural Context; ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Faculty Development; Foreign Countries; Instructional Effectiveness; Knowledge Base for Teaching; Learning; Mixed Methods Research; Questionnaires; Student Centered Learning; Studies; Teacher Attitudes; Teacher Behavior; Teacher education; Teachers; Teaching; Teaching Methods; Training; Video; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2095890; __finaldtb; ⛔ No DOI found

Investigating attitudes towards the use of mobile learning in higher education - Al-Emran, Mostafa; Elsherif, Hatem M.; Shaalan, Khaled (Computers in Human Behavior, 2016)
Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.
Keywords: Attitudes; Higher education; Mobile learning; __C:filed:1

Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano - S.M. Ali (2021)
Keywords: ⛔ No DOI found

Introduction: Why we need a theory of educational technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Thinking about how we should use technology in education is thinking about how we want to shape the future of education and, indeed, how we want to shape future humans. Theory is needed to illuminate the issues at stake, but there is only a very limited amount of existing theory specific to educational technology. Moreover, when theory is referred to this is almost invariably education theory without any influence from the theory of technology. This first chapter explains why we think a new ‘dialogic’ theory of educational technology is required and introduces the main themes of the book. We argue that the ‘voice’ of technology should feature prominently in any theory of educational technology. Two case studies are offered to illustrate that the ways in which we frame educational technology makes a difference to how we design for education with technology. The chapter ends with an outline of the argument of the whole book.

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

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

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

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

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

Introduction to meta-analysis - Borenstein, M.; Hedges, L.V.; Higgins, J.P.T.; Rothstein, H.R. (John Wiley & Sons, 2009)

Introduction to Design Challenges - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

International technical guidance on sexuality education - UNESCO (2018)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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