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

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

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

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

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

Innovation Enterprise Institutions

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

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

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

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

Infrapedia App - Infrapedia (Infrapedia, 2020)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

INEE_Guidance_Note_on_Psychosocial_Support_ENG_v2.pdf - McNatt, Zaihra

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

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

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

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

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

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

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

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

Inclusive Design Toolkit - University of Cambridge (2023)

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

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

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

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

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

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

Inclusion (Inter-agency Network for Education in Emergencies)

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

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

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

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

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

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

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

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

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

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

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

In preparation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Improving Educational Quality through Interactive Radio Instruction - World Bank (2005)

Improving Educational Quality Through Enhancing Community Participation: Results From a Randomized Field Experiment in Indonesia. - Pradhan, Menno; Suryadarma, Daniel; Beatty, Amanda; Wong, Maisy; Gaduh, Arya; Alisjahbana, Armida; Artha, Rima Prama (American Economic Journal: Applied Economics, 2014)

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Keywords: Final_citation; cited; existing

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy - Mawoyo, Monica; Vally, Zaahedah (Journal of Learning for Development, 2020)
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Keywords: early grade literacy; education outcomes; outcomes-based contracting; ⛔ No DOI found

Improving education in the developing world: What have we learned from randomized evaluations? - Kremer, M.; Holla, A. (Annual Review of Economics, 2009)

Improving education in developing countries: Lessons from rigorous impact evaluations - Ganimian, A.J.; Murnane, R.J. (Review of Educational Research, 2016)

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

Improving Early-Childhood Human Development: Experimental Evidence from India - Ganimian, Alejandro; Muralidharan, Karthik; Walters, Christopher R. (2020)
Keywords: ⛔ No DOI found

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Improvement of chatbots semantics using wit. ai and word sequence kernel: Education chatbot as a case study - Qaffas, Alaa A. (International Journal of Modern Education and Computer Science, 2019)

Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects - Chinonso Okolie, Ugochukwu; Nwonu Elom, Elisha; Uchechukwu Osuji, Catherine; Agu Igwe, Paul (International Journal of Training Research, 2019)
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed.

Improv Theater and Whiteness in Education: A Systematic Literature Review - Tanner, Samuel J.; McCloskey, Andrea (Review of Educational Research, 2022)
Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.
Keywords: arts education; qualitative research; race; social justice

Impossible generalisations: meta‐analyses of education interventions in international development. - Masset, Edoardo (RISE Annual Conference, 2019)

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
Keywords: ⛔ No DOI found

Implications of COVID-19 for Educational Research (2021)

Implications for implementation science - Titler, Marita G.; Everett, Linda Q.; Adams, Susan (Nursing Research, 2007)

Implementing the Next Generation Science Standards - William R. Penuel, Christopher J. Harris, Angela Haydel DeBarger, 2015

Implementing the Next Generation Science Standards - Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel (Phi Delta Kappan, 2015)
The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

Implementing the flipped classroom in teacher education: evidence from Turkey - Kurt, Gökçe (Journal of Educational Technology & Society, 2017)
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive.
Keywords: Blended Learning; Blended learning; Classroom Techniques; Classroom management; Classrooms; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Technology; English (Second Language); Experimental Groups; Flipped classroom; Focus Groups; Foreign Countries; Higher Education; Homework; Language Teachers; Learning; Postsecondary Education; Pre-service teachers of English; Preservice Teacher Education; Pretests Posttests; Program Effectiveness; Qualitative analysis; Quasiexperimental Design; Reversing; Scores; Second Language Instruction; Self Efficacy; Statistical Analysis; Teacher education; Teachers; Teaching Methods; Teaching methods; Technology Uses in Education; Tests; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2097427; __finaldtb; ⛔ No DOI found

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

Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya - Piper, B.; Zuilkowski, S.S.; Ong’ele, S. (Comparative Education Review, 2016)

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
Keywords: C:Kenya; _C:Brazil BRA; _C:Catalan Republic XCATA; _C:Ghana GHA; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Niger NER; _C:Peru PER; _C:Portugal PRT; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using ICT, 2017)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Implementing Inclusive Education - Schuelka, Matthew J. (2018)
This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.
Keywords: ⛔ No DOI found

Implementing a Virtual Learning Environment: A Short Guide for Zanzibar - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Implementing a telephone helpline to supplement TV, radio and learning packets in Afghanistan 🇦🇫 - EdTech Hub (EdTech Hub)
Telephone Helpline in Afghanistan 🇦🇫 📅 May 2020 – Ongoing Key Sandbox Question: We know effective teacher presence in the classroom improves learning outcomes. How might this be replicated when students are learning at home? Subject:  #literacy #numeracy Age:  #secondary Place:  #Afghanistan #rural People:  #student_male #student_female #teacher #caregiver Product:  #radio #TV #feature_phone Business Model:  #donor #replication #government The Problem The…

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)

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

Implementation science: what do we know and where do we go from here? - Franks, Robert P.; Schroeder, Jennifer (2013)
Keywords: ⛔ No DOI found

Implementation science: understanding the translation of evidence into practice - Tansella, Michele; Thornicroft, Graham (The British Journal of Psychiatry, 2009)

Implementation science made too simple: a teaching tool - Curran, Geoffrey M. (Implementation Science Communications, 2020)

Implementation science in school mental health: Key constructs in a developing research agenda - Owens, Julie Sarno; Lyon, Aaron R.; Brandt, Nicole Evangelista; Masia Warner, Carrie; Nadeem, Erum; Spiel, Craig; Wagner, Mary (School mental health, 2014)

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Keywords: Final_citation; cited; existing

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)

Implementation science and its application to population health - Lobb, Rebecca; Colditz, Graham A. (Annual review of public health, 2013)

Implementation science: A brief overview and a look ahead. - Ogden, Terje; Fixsen, Dean L. (Zeitschrift für Psychologie, 2014)

Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Springer, 2020)

Implementation science - Madon, Temina; Hofman, Karen J.; Kupfer, Linda; Glass, Roger I. (American Association for the Advancement of Science, 2007)

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Keywords: ⛔ No DOI found

Implementation research: what it is and how to do it - Peters, David H.; Adam, Taghreed; Alonge, Olakunle; Agyepong, Irene Akua; Tran, Nhan (Bmj, 2013)
Keywords: ⛔ No DOI found

Implementation research: The unambiguous cornerstone of implementation science (R&E Search for Evidence, 2018)
By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development.

Implementation research—the link gone missing - Hjern, Benny (Journal of public policy, 1982)

Implementation research: state of the art and future directions - Linton, Jonathan D. (Technovation, 2002)

Implementation Research Overview.pdf (2020)

Implementation research in LMICs—evolution through innovation - Sheikh, Kabir; Hargreaves, James; Khan, Mishal; Mounier-Jack, Sandra (Health Policy and Planning, 2020)
Major global health gains can be achieved by strengthening the delivery of public health policies and programmes in low- and middle-income countries (LMICs). The population impact of evidence-based technologies and interventions such as drugs, vaccines and health know-how can only be maximized where programmes optimally identify and reach target populations and support them to take up and sustain their effective use. Examples include significant gaps in the coverage and quality of maternal health, newborn, immunization, non-communicable disease, primary care and adolescent sexual and reproductive health services—all issues tackled in this supplement. While structural change and increased funding are essential, much can be gained through ongoing improvements in programme delivery (Paina and Peters, 2012). Implementation gaps are also widely implicated in the failure of broader health policies and reforms in LMICs (Haines et al., 2004), such as for decentralization, health care regulation and primary health care. This makes it important also to analyse the implementation of policies at all levels, including studying the negotiations and interactions of actors in social and political contexts, understanding gaps in the effectiveness of public policies and helping to resolve them.

Implementation research in health: a practical guide / edited by David Peters … [et al] - Peters, David; Tran, Nhan; Adam, Taghreed; Alliance for Health Policy and Systems Research; World Health Organization (World Health Organization, 2013)
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

Implementation research in health: a practical guide - Peters, David H.; Tran, Nhan T.; Adam, Taghreed (World Health Organization, 2013)
Keywords: Delivery of Health Care; Health Plan Implementation; Health Policy; Health Services Research; Research Design; standards

Implementation Research: Finding Common Ground on What, How, Why, Where, and Who - Century, Jeanne; Cassata, Amy (Review of Research in Education, 2016)
Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its historical roots and connecting it to other fields with the aim of identifying common threads across diverse efforts. The authors survey where the field is today and highlight different perspectives on complex questions that have long troubled researchers. They outline some of the sticky issues ahead and make a case for shared conceptual clarity and clearly communicated and understood language that will help researchers understand how various bodies of implementation research work are related. The authors conclude by describing the opportunity presented to the education research community in this moment: to capitalize on and learn from historical and contemporary work in education and other fields, and to identify connections across theories and approaches and find ways to collectively move forward toward the shared goal of making education better.

Implementation research as empirical constitutionalism - Hjern, Benny; Hull, Chris (European journal of political research, 1982)

Implementation Research and Practice (SAGE Journals)
This open access journal focuses on interdisciplinary research that advances the implementation, in diverse contexts, of effective approaches to assess, prevent...

Implementation Planning Tool - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; _r:ImportedToMyEducationEvidence; _yl:fa; _zenodo:submitted; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6c; _zenodoETH:submitted

Implementation Planning: SPED Support Plan Template - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fe; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6a; _zenodoETH:submitted

Implementation Planning: SPED Referral Flowchart - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fc; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o6b; _zenodoETH:submitted

Implementation Planning: SPED Internal Referral Form - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fd; _zenodoETH:submitted

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o8a; _zenodoETH:submitted

Implementation Planning: Parental Support for the Academic Recovery Programme - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _DOILIVE; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:fb; _zenodoETH:submitted

Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? - Mwanza, Christine; Silukuni, Darious (European Journal of Education Studies, 2020)

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia - Kabombwe, Yvonne Malambo; Mulenga, Innocent Mutale (Yesterday and today, 2019)

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment - Laksmi, Monika Lintang; Sari, Dewi Puspita; Rinanto, Yudi; Sapartini, Raden Rara (Journal of Learning for Development, 2021)
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Keywords: Biology Education; Classroom Action Research; Problem Based Learning; Scientific Explanation; _genre:PR-primary_research; ⛔ No DOI found

Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia - Jere, Getrude; ManchishI, Peter Chomba; Mulenga, Innocent Mutale (The Zambia Journal of Distance Education (Online ISSN 2789-052X), 2021)
Keywords: ⛔ No DOI found

Implementation of education technology in schools and colleges - CooperGibson Research (Department for Education, 2022)

Implementation in Education - Findings from a Scoping Review - Albers, Bianca; Pattuwage, Loyal (2017)

Implementation Guide (annotated)

Implementation Guidance: Teacher Professional Development [Teachers Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:i

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4a

Implementation Guidance: Teacher Professional Development [Facilitators Version] - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:h

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _yl:o4b

Implementation Guidance: Slide Deck for Teacher Professional Development - Haßler, Björn; Megha-Bongnkar, Ghislaine; Regis, Callista; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; ___duplicate_item; _r:ImportedToMyEducationEvidence; _yl:j

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; SPRINT; incomplete

Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia. - Andrew, A.; Attanasio, O.; Fitzsimons, E.; Grantham-McGregor, S.; Meghir, C.; Rubio-Codina, M. (PLoS Med 15, 2018)

Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana - Wolf, Sharon (Studies in Educational Evaluation, 2018)
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:learning; F:motivation; F:outcomes; F:policy; F:teaching; P:measurement; P:services; P:teacher education; P:teacher training; P:teachers; R:impact; R:trial; T:Training; Z:early childhood education; Z:kindergarten; Z:pre-service training; Z:sub-Saharan Africa; Z:teacher training; _C:Ghana GHA; publicImportV1

Impacts of climate change on health and wellbeing in South Africa - Chersich, Matthew F.; Wright, Caradee Y.; Venter, Francois; Rees, Helen; Scorgie, Fiona; Erasmus, Barend (International journal of environmental research and public health, 2018)
Keywords: BE:LMIC; BE:RELEVANT

Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC | Education in Crisis and Conflict Network
This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse social-emotional learning principles into a reading curriculum and collaborative school-based teacher learning circles to exchange information about and solve problems in using the teacher resource materials. To test the impact of LRHC on children's reading and math skills, 40 school clusters containing 64 schools and 4,465 students were randomized to begin LRHC in 2011–2012 or to serve as wait-list controls. Hierarchical linear models (students nested in schools, nested in school clusters) were fitted. Results indicate marginally significant positive impacts on children's reading scores (dwt = .14) and geometry scores (dwt = .14) but not on their addition/subtraction scores. These results should be treated with caution given the reported significance level of p < .10. The intervention had the largest impacts on math scores for language minority children and in low-performing schools. Research, practice, and policy implications for education in low-income conflict-affected countries are discussed.

Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education - C., Rodriguez; F., Sánchez; J, Márquez Zuñiga (Serie Documentos CEDe, 2011)
Keywords: Final_citation; ⚠️ Invalid DOI

Impact Report - Save Our Future (2020)

Impact of using cool paints on energy demand and thermal comfort of a residential building - Dias, Diana; Machado, João; Leal, Vítor; Mendes, Adélio (Applied Thermal Engineering, 2014)
This work studies the impact of using cool paints and/or thermal insulation on the thermal behavior and energy demand of a residential building. Buildings with thermal characteristics representing both old and new constructions are considered. The results were obtained using the dynamic computer simulator ESP-r. Recommendations for designers and/or house-owners in terms of deciding the best thermal comfort solution are withdrawn. For a case-study building in Portugal, in the summer, it was found that an increase in roof and façade value of total solar reflectance (TSR) from 50% to 92% reduced the maximum indoor free-float temperature between 2.0 °C and 4.7 °C in old construction (without thermal insulation), and between 1.2 °C and 3.0 °C in new construction (with thermal insulation). This had as a trade-off effect the decrease of the minimum indoor temperature of up to 1.5 °C. The results of annual energy demand for heating showed a maximum penalty of about 30% when using cool paints. However, it was demonstrated that the cooling demand almost vanishes, eliminating the need to install air-conditioning devices. The analysis of specific real hot weather time periods showed that the maximum altitude of the sun, which is related to the month of the year, determines the solution that originates the highest temperature reduction. As the maximum sun altitude decreases the cool paints show comparatively better results.
Keywords: Cool paints; Emissivity; Residential building; Thermal comfort; Thermal insulation; Total solar reflectance

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

Impact of The Use of Telegram and WhatsApp at the University in Pandemic Times - Quispe, Nayely Quispe; Rosas, Noe Vicente; Andrade-Arenas, Laberiano (IEEE, 2021)

Impact of terrible pandemic COVID-19 on Kazakhstani education and it’s outcome. | Proceedings of International Young Scholars Workshop
General situation of Coronavirus in the world and in Kazakhstan and its impact on our life, especially on education. The article examines the drawbacks of the epidemic COVID-19 on education of Republic of Kazakhstan. By evaluating influence of pandemic and it’s outcomes to learning and teaching, authors also trying to have discussion and critical approach to both Kazakhstani and Global context.  Main aspects like teachers, teaching, parents, assessment that have been influenced by the COVID-19 give us clear information how is life going in a tough period of lifetime and what kind of benefits could be gain and learnt. Every impacted aspect reacted in different way, some had great performance, meanwhile, some had unlikely results. Moreover, how and what did change global pandemic in Kazakhstan education system. The changes could be either positive or negative. How have transformed the education and what kind of tools have been using the teachers so far?
Keywords: __C:filed:1

Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia - Hoop, Thomas; Ring, Hannah; Siwach, Garima; Dias, Paula; Tembo, Gelson; Rothbard, Victoria; Toungui, Anaïs (Journal of Research on Educational Effectiveness, 2023)

Impact of tablet PCs on learning outcomes in a classroom environment - Javed, Yasir; Samara, Khalid (International Journal of Learning Technology, 2019)
Keywords: __C:filed:1; ❓ Multiple DOI

Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis - Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Sarrasin, Jérémie Blanchette; Masson, Steve (Studies in Science Education, 2019)
Keywords: Final_citation; cited; existing