Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study - Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardiès, Joseph; Masselot, Cyril; Mauny, Frédéric (Journal of Urban Health, 2013)
Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
Keywords: C:France; openalex:import; openalex:yes

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis - Perelmutter, Bogi; McGregor, Karla K.; Gordon, Katherine R. (Computers & education, 2017)
Keywords: __C:filed:1; literature / systematic review

Assistive Technology in the African Region: Results of an Online Rapid Assistive Technology Capacity Survey - World Health Organization Regional Office for Africa (2018)

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali

Assessment of students’ digital competences in primary school: a systematic review - Godaert, Eline; Aesaert, Koen; Voogt, Joke; Van Braak, Johan (Education and Information Technologies, 2022)
Keywords: Final_citation

Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation - Peregrino, Lilia P.; Javillonar, Mark G.; Caballes, Dennis G.; Necio, Chona R.; Ramirez, Amor B. (Journal of Social, Humanity, and Education, 2022)

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (Working paper, 2013)

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:assessment; F:attitude; P:culture; P:school teacher; Q:ICT; Q:lifelong learning; Q:open learning; T:TVET; __C:filed:1; publicImportV1; ⛔ No DOI found

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East 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:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Assessment of medical waste management in seven hospitals in Lagos, Nigeria - Awodele, Olufunsho; Adewoye, Aishat Abiodun; Oparah, Azuka Cyril (BMC Public Health, 2016)
Medical waste (MW) can be generated in hospitals, clinics and places where diagnosis and treatment are conducted. The management of these wastes is an issue of great concern and importance in view of potential public health risks associated with such wastes. The study assessed the medical waste management practices in selected hospitals and also determined the impact of Lagos Waste Management Authority (LAWMA) intervention programs. A descriptive cross-sectional survey method was used.
Keywords: Environmental hazards; Healthcare workers; LAWMA and Lagos; Medical waste; Waste management

Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria - Tudunwada, I.Y.; S.S, Khalifa (Wudil Journal of Earth & Environmental Sciences, WUJEES, 2020)
Keywords: ⛔ No DOI found

Assessment-Informed Instruction: Systems Level - Chiappetta, Melissa; Piper, Benjamin; Ralaingita, Wendi; Norman, Julianne

Assessment Informed Instruction: Classroom level - Ralaingita, Wendi; Jordan, Rachel; Long, Elizabeth; Piper, Benjamin; Fesmire, Marion

Assessment For Learning Without Limits - Peacock, Alison (Open University Press, 2016)
This book explores assessment practices that offer an enlightening and enabling view of all learners. Following the demise of national curriculum levels the book embraces a unique opportunity to change how children are assessed. Rather than simply replacing the old structure with a new one it focuses instead on enabling children to learn in meaningful ways so that assessment becomes a tool for improvement rather than judgment. Building on two influential research studies Learning without Limits (Hart et al 2004) and Creating Learning without Limits (Swann et al 2012) the book continues the story of an alternative ‘learning without limits’ pedagogy. Inspired by a relentless focus on every child’s capacity to learn the book explores what can be achieved when we remove limits on learning. School leaders and teachers struggling against practices that seeks to define label and rank explore the opportunity to view assessment reform as a means of reducing inequity through ‘learning without limits’ principles of collaboration professional learning and inquiry. Children share their views and offer powerful insights into what may be achieved when limits are lifted on their learning. Consequently a liberating and alternative view of assessment is presented achieved through children and adults working in partnership. Throughout the book practical examples are offered illustrated by real life stories often about children who have achieved more than their teachers thought possible.At a time when schools are in pursuit of new assessment practices and reporting of progress the insights in this book about what is possible are highly pertinent for individual teachers school leaders and teacher educators wondering how best to foster children’s learning capacity.

Assessment & Certification | Directorate of Industrial Training

ASSESSMENT-AS-LEARNING FOR COGNITIVE ACTIVATION. ISSUES FOR EFFECTIVE USE OF LEARNING TECHNOLOGIES IN THE CLASSROOM - Trinchero, Roberto (Italian Journal of Educational Technology, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Assessing the value-added effects of literacy collaborative professional development on student learning - Biancarosa, G.; Bryk, A.S.; Dexter, E.R. (The Elementary School Journal, 2010)

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
Keywords: ⛔ No DOI found

Assessing the potential of AI–ML in urban climate change adaptation and sustainable development - Srivastava, Aman; Maity, Rajib (Sustainability, 2023)

Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda - Kijima, Yoko; Ito, Yukinori; Otsuka, Keijiro (World Development, 2012)
Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:production; P:technology; R:impact; T:Training; Z:diffusion of technology; Z:improved cultivation practices; Z:lowland rice; Z:yield enhancement; _C:Uganda UGA; publicImportV1

Assessing the impact of the trauma team training program in Tanzania - Bergman, Simon; Deckelbaum, Dan; Lett, Ronald; Haas, Barbara; Demyttenaere, Sebastian; Munthali, Victoria; Mbembati, Naboth; Museru, Lawrence; Razek, Tarek; Razek, Tarek (Journal of Trauma - Injury, Infection and Critical Care, 2008)
BACKGROUND:: In sub-Saharan Africa, injury is responsible for more deaths and disability-adjusted life years than AIDS and malaria combined. The trauma team training (TTT) program is a low-cost course designed to teach a multidisciplinary team approach to trauma evaluation and resuscitation. The purpose of this study was to assess the impact of TTT on trauma knowledge and performance of Tanzanian physicians and nurses; and to demonstrate the validity of a questionnaire assessing trauma knowledge. METHODS:: This is a prospective study of physicians and nurses from Dar es Salaam undergoing TTT (n ≤ 20). Subjects received a precourse test and, after the course, an alternate postcourse test. The equivalence and construct validity of these 15-item multiple-choice questionnaires was previously demonstrated. After the course, subjects were divided into four teams and underwent a multiple injuries simulation, which was scored with a trauma resuscitation simulation assessment checklist. A satisfaction questionnaire was then administered. Test data are expressed as median score (interquartile ratio) and were analyzed with the Wilcoxon's signed rank test. RESULTS:: After the TTT course, subjects improved their scores from 9 (5-12) to 13 (9-13), p ≤ 0.0004. Team performance scores for the simulation were all >80%. Seventy-five percent of subjects were very satisfied with TTT and 90% would strongly recommend it to others and would agree to teach future courses. CONCLUSIONS:: After completion of TTT, there was a significant improvement in trauma resuscitation knowledge, based on results from a validated questionnaire. Trauma team performance was excellent when assessed with a novel trauma simulation assessment tool. Participants were very supportive of the course. © 2008 by Lippincott Williams & Wilkins.
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:assessment; F:disability; P:media; P:nurse; R:evaluation; R:impact; R:questionnaire; T:Training; Z:Education; Z:Team assessment; Z:Trauma team training; __C:filed:1; publicImportV1

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
Keywords: Cross-cultural research; measurement invariance; student–teacher relationship drawings; student–teacher relationships

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Keywords: Academic Achievement; Alternative Assessment; ERIC, Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship - Lyon, Aaron R.; Cook, Clayton R.; Brown, Eric C.; Locke, Jill; Davis, Chayna; Ehrhart, Mark; Aarons, Gregory A. (Implementation Science, 2018)
A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.
Keywords: Education; Implementation citizenship; Implementation climate; Implementation leadership; Reliability; Schools; Structural validity

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? - Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice (Assessment in Education: Principles, Policy & Practice, 2019)
Keywords: __C:filed:1

Assessing ICT availability and use by Mathematics and Science Teachers of High Schools in Zambia: A Case of Copperbelt and North-Western Provinces of Zambia - Mwewa, Godfrey; Ndhlovu, Zanzini B. (SAARMSTE COMMITTEES)
Keywords: __C:filed:1; ⛔ No DOI found

Assessing emerging trends in Library space usage for sustainable library design: A case study of Kano State Library - H. Ibrahim; S.M. Ali (Bayero University, 2021)
Keywords: ⛔ No DOI found

‪Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania‬
‪R Sabates, P Rose, B Alcott, M Delprato‬, ‪Journal of Development Effectiveness, 2021‬ - ‪Cited by 14‬

Assessing and Tracking Students’ Wellbeing Through an Automated Scoring System: School Day Wellbeing Model - Tang, Xin; Upadyaya, Katja; Toyama, Hiroyuki; Kasanen, Mika; Salmela-Aro, Katariina (AI in Learning: Designing the Future, 2023)
The assessment of student wellbeing has been often static and lagged behind for the intervention/diagnostic purpose. In this chapter, we aim to introduce an automated school wellbeing scoring dynamic real-time system, School Day Wellbeing Model. With Artificial Intelligence (AI)-based item sampling methods and answers scoring and reporting systems, the School Day Wellbeing Model can collect wellbeing data at low cognitive cost, track wellbeing real time at multiple levels (e.g., individual-, class-, school-level), and give immediate feedback. The model is constructed on the basis of the School Wellbeing Model, Study Demand-Resource Model, and OECD Social-Emotional Skill Model. In the book chapter, the wellbeing assessments, including AI-based assessments, are reviewed so that the strengths of the School Day Wellbeing Model are highlighted. User experiences are collected to show the utility of the model. During the COVID-19 pandemic, the need for such a model is imperatively high as students’ wellbeing has been largely dampened. As a result, the model has been appreciated by users and has served about 55,000 students so far in the globe. The future development of the model is also discussed.
Keywords: Artificial Intelligence; Automated scoring system; Social-emotional skills; Students’ wellbeing

Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners - Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph (International Journal of Disability, Development and Education, 2018)
The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential.
Keywords: _Added to LR; _G:reviewed

ASSESS TOOLS (Schools2030, 2021)
Tools

Assembling iPads and mobility in two classroom settings - Hembre, Oda J.; Warth, Line Lundvoll (Technology, Knowledge and Learning, 2020)
Keywords: _C:Australia AUS; _C:Norway NOR; _C:Poland POL; _C:Singapore SGP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

ASReview - Active learning for Systematic Reviews (ASReview)
Our software ASReview is designed to accelerate the step of screening abstracts and titles with a minimum of papers to be read.
Keywords: _Added-ailr-2024

asksource.info - Education (Source- International online resource centre on disability and inclusion, 2014)
Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children.

ASER, UWEZO and Beekungo – PAL Network

ASER Centre - ASER

Ascertaining impacts of capacity building in open educational practices - Karunanayaka, Shironica P.; Naidu, Som (Distance Education, 2020)
Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.
Keywords: MOOC design; capacity building; impacts; open educational practices; shifting perceptions and perspectives

As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos - Rubio, Jose Aurélio Vazquez (Universidade Federal de Viçosa, 2012)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:pt; publicImportV1

As by Fire: The End of the South African University - Jansen, Jonathan (Tafelberg, 2017)
What are the real roots of the student protests of 2015 and 2016? Is it actually about fees? Why did the protests turn violent? Where is the government while the buildings burn? Former Free State University vice-chancellor Jonathan Jansen delves into the unprecedented disruption of universities that caught South Africa by surprise. In frank interviews with eleven of the VCs most affected, he examines the forces at work, why the protests escalate into chaos, and what is driving – and exasperating – our youth. This urgent and necessary book gives us an insider view of the crisis, tells us why the conflict will not go away and what it means for the future of our universities.

ARTTE Applied Researches in Technics, Technologies and Education - Kazlacheva, Zlatina; Georgieva, Krasimira; Tassev, Georgi; Ganev, Nikolai; Ginkov, Iliya; Vassiliadis, Savvas; Elnashar, Elsayed; Belino, Nuno; Daskalov, Plamen; Kanchev, Angel
Keywords: _C:Bulgaria BGR; _C:Czech Republic CZE; _C:Egypt EGY; _C:Greece GRC; _C:Japan JPN; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Serbia SRB; _C:Slovakia SVK; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Artisan training and employment outcomes in Tanzania - Bennell, Paul; Mukyanuzi, Faustin; Kasogela, Maurice; Mutashubirwa, Francis; Klim, Mikkel (Compare: A Journal of Comparative and International Education, 2006)
Studies have shown that artisan training courses in Africa are not cost-effective, and do not improve quality of life. The studies on artisanship education and their effects are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:outcomes; P:artist; P:crafts; Survey; T:Training; Z:Craftsmen; Z:Feasibility studies; Z:Occupational training; Z:Quality of life; __C:filed:1; publicImportV1

ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews - Walsh, Isabelle; Renaud, Alexandre; Jeanneret Medina, Maximiliano; Baudet, Cedric; Mourmant, Gaetan (Systèmes d’information et management, 2022)
Keywords: ⛔ No DOI found

Artificial intelligence to automate the systematic review of scientific literature - De La Torre-López, José; Ramírez, Aurora; Romero, José Raúl (Computing, 2023)
Abstract Artificial intelligence (AI) has acquired notorious relevance in modern computing as it effectively solves complex tasks traditionally done by humans. AI provides methods to represent and infer knowledge, efficiently manipulate texts and learn from vast amount of data. These characteristics are applicable in many activities that human find laborious or repetitive, as is the case of the analysis of scientific literature. Manually preparing and writing a systematic literature review (SLR) takes considerable time and effort, since it requires planning a strategy, conducting the literature search and analysis, and reporting the findings. Depending on the area under study, the number of papers retrieved can be of hundreds or thousands, meaning that filtering those relevant ones and extracting the key information becomes a costly and error-prone process. However, some of the involved tasks are repetitive and, therefore, subject to automation by means of AI. In this paper, we present a survey of AI techniques proposed in the last 15 years to help researchers conduct systematic analyses of scientific literature. We describe the tasks currently supported, the types of algorithms applied, and available tools proposed in 34 primary studies. This survey also provides a historical perspective of the evolution of the field and the role that humans can play in an increasingly automated SLR process.

Artificial Intelligence Innovations for Multimodal Learning, Interfaces, and Analytics - Worsley, Marcelo (AI in Learning: Designing the Future, 2023)
The twenty-first century has brought with it a growing variety of authentic and engaging learning environments. While significant portions of human learning still take place in traditional classrooms, researchers and educators have innovated several learning experiences that are embodied, project-based, inquiry-driven, collaborative, and open-ended. Furthermore, there has been greater acknowledgement of the varying timescales and contexts where meaningful learning takes place, as well as greater attention to previously underappreciated competencies like creativity, self-regulation, and collaboration. This expansion in the types, contexts, and timescales of human learning necessitate novel analytic approaches. This chapter will discuss how artificial intelligence-based tools and technologies can help researchers and practitioners navigate and enact these novel approaches to learning, while also providing a meaningful lens for student reflection and inquiry. Consequently, this chapter includes discussions of (1) technologies that provide learners with a broader set of modalities to showcase their knowledge, (2) tools that offer insights within groups of students using audio/video information, and (3) analytic techniques and interfaces for helping researchers collect and analyze different types of multimodal data across contexts. The chapter will also discuss some of the ethics surrounding these types of data and analytic approaches.
Keywords: Ethics; Informal learning; Multimodal data

Artificial intelligence in education: Challenges and opportunities for sustainable development - Pedro, Francesc; Subosa, Miguel; Rivas, Axel; Valverde, Paula (2019)
Keywords: ⛔ No DOI found

Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics - Cowley, Benjamin Ultan; Charles, Darryl; Pfuhl, Gerit; Rusanen, Anna-Mari (AI in Learning: Designing the Future, 2023)
In this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g. deep learning neural nets or reinforcement learning agents, to interact with humans and the game space. The definition of ‘player’ is a role designed to maximise protection and benefit for human players during interaction with AI. The concept of benefit maximisation is formally defined as a Rawlsian justice game, played within the AIEd-MMOG to facilitate transparency and trust of the algorithms involved, without requiring algorithm-specific technical solutions to, e.g. ‘peek inside the black box’. Our thought experiment for an AIEd-MMOG simulation suggests solutions for the well-known challenges of explainable AI and distributive justice.
Keywords: Artificial intelligence; Ethics; Learning analytics; Learning assistant; Massively multiplayer game; Rawlsian game; Thought experiment

Artificial Intelligence in Education: A Review - Chen, Lijia; Chen, Pingping; Lin, Zhijian (IEEE Access, 2020)
The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. A qualitative research approach, leveraging the use of literature review as a research design and approach was used and effectively facilitated the realization of the study purpose. Artificial intelligence is a field of study and the resulting innovations and developments that have culminated in computers, machines, and other artifacts having human-like intelligence characterized by cognitive abilities, learning, adaptability, and decision-making capabilities. The study ascertained that AI has extensively been adopted and used in education, particularly by education institutions, in different forms. AI initially took the form of computer and computer related technologies, transitioning to web-based and online intelligent education systems, and ultimately with the use of embedded computer systems, together with other technologies, the use of humanoid robots and web-based chatbots to perform instructors' duties and functions independently or with instructors. Using these platforms, instructors have been able to perform different administrative functions, such as reviewing and grading students' assignments more effectively and efficiently, and achieve higher quality in their teaching activities. On the other hand, because the systems leverage machine learning and adaptability, curriculum and content has been customized and personalized in line with students' needs, which has fostered uptake and retention, thereby improving learners experience and overall quality of learning.
Keywords: Education; Learning (artificial intelligence); Microcomputers; Robots; Technological innovation; artificial intelligence; leaner

Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda - Nishant, Rohit; Kennedy, Mike; Corbett, Jacqueline (International Journal of Information Management, 2020)

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: a systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Keywords: Health policy; Translational research

Artificial Intelligence for Literature Reviews: Opportunities and Challenges - Bolanos, Francisco; Salatino, Angelo; Osborne, Francesco; Motta, Enrico (arXiv, 2024)
This manuscript presents a comprehensive review of the use of Artificial Intelligence (AI) in Systematic Literature Reviews (SLRs). A SLR is a rigorous and organised methodology that assesses and integrates previous research on a given topic. Numerous tools have been developed to assist and partially automate the SLR process. The increasing role of AI in this field shows great potential in providing more effective support for researchers, moving towards the semi-automatic creation of literature reviews. Our study focuses on how AI techniques are applied in the semi-automation of SLRs, specifically in the screening and extraction phases. We examine 21 leading SLR tools using a framework that combines 23 traditional features with 11 AI features. We also analyse 11 recent tools that leverage large language models for searching the literature and assisting academic writing. Finally, the paper discusses current trends in the field, outlines key research challenges, and suggests directions for future research.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Human-Computer Interaction; Computer Science - Information Retrieval

Artificial intelligence for climate change adaptation - Cheong, So‐Min; Sankaran, Kris; Bastani, Hamsa (WIREs Data Mining and Knowledge Discovery, 2022)
Abstract Although artificial intelligence (AI; inclusive of machine learning) is gaining traction supporting climate change projections and impacts, limited work has used AI to address climate change adaptation. We identify this gap and highlight the value of AI especially in supporting complex adaptation choices and implementation. We illustrate how AI can effectively leverage precise, real‐time information in data‐scarce settings. We focus on supervised learning, transfer learning, reinforcement learning, and multimodal learning to illustrate how innovative AI methods can enable better‐informed choices, tailor adaptation measures to heterogenous groups and generate effective synergies and trade‐offs. This article is categorized under: Application Areas > Government and Public Sector

Artificial intelligence faces reproducibility crisis - Hutson, M. (Science, 2018)

Artificial Intelligence Ethics from the Perspective of Educational Technology Companies and Schools - Kousa, Päivi; Niemi, Hannele (AI in Learning: Designing the Future, 2023)
This chapter discusses the ethical issues and solutions that educational technology (EdTech) companies and schools consider during their daily work. As an example, two Finnish cases are provided, in which companies and schools were interviewed about the problems they have experienced. The chapter first reviews the regulations and guidelines behind ethical AI. There are a vast number of guidelines, regulations, and principles for ethical AI, but implementation guidelines for how that knowledge should be put into practices are lacking. The problem is acute because, with the quick pace of technological development, schools are in danger of being left behind without sufficient education for effectively managing their uses of AI’s possibilities and coping with its challenges. Issues related to security and trustworthiness are also a growing concern. This chapter does not solve the ethical problems experienced by companies and schools but brings new perspectives into view in how they appear in the light of ethical principles such as beneficence, non-maleficence, autonomy, justice, and explicability. The aim is not only to continue the discussion in the field but to find ways to reduce the gap between decision-makers, businesses, and schools.
Keywords: Artificial intelligence; EdTech companies; Ethical challenges; Ethical principles; Schools

Artificial Intelligence Basics - Taulli, T; Oni, M (Apress, 2019)

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)

Artificial intelligence and the conduct of literature reviews - Wagner, Gerit; Lukyanenko, Roman; Paré, Guy (Journal of Information Technology, 2022)
Artificial intelligence (AI) is beginning to transform traditional research practices in many areas. In this context, literature reviews stand out because they operate on large and rapidly growing volumes of documents, that is, partially structured (meta)data, and pervade almost every type of paper published in information systems research or related social science disciplines. To familiarize researchers with some of the recent trends in this area, we outline how AI can expedite individual steps of the literature review process. Considering that the use of AI in this context is in an early stage of development, we propose a comprehensive research agenda for AI-based literature reviews (AILRs) in our field. With this agenda, we would like to encourage design science research and a broader constructive discourse on shaping the future of AILRs in research.
Keywords: _Added-ailr-2024; _important-ailr-2024

Artificial intelligence and management: the automation-augmentation paradox - Raisch, S; Krakowski, S (Academy of Management Review, 2020)

Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation - Natani, Garima (Artificial Intelligence and Sustainable Computing, 2023)
Keywords: _z:no_pdf

Artificial Intelligence and Environmental Decision Support Systems - Cortés, U.; Sànchez-Marrè, M.; Ceccaroni, L.; R-Roda, I.; Poch, M. (Applied Intelligence, 2000)

Artificial intelligence and education: a critical view through the lens of human rights, democracy and the rule of law - Holmes, Wayne; Persson, Jen; Chounta, Irene-Angelica; Wasson, Barbara; Dimitrova, Vania (Council of Europe, 2022)
The aim of this book is to provide a holistic view to ensure that AI empowers educators and learners, not over-empowers them, and that future developments and practices are truly for the common good. Artificial intelligence (Al) is increasingly having an impact on education, bringing opportunities as well as numerous challenges. These observations were noted by the Council of Europe’s Committee of Ministers in 2019 and led to the commissioning of this report, which sets out to examine the connections between Al and education (AI&ED). In particular, the report presents an overview of AI&ED seen through the lens of the Council of Europe values of human rights, democracy and the rule of law; and it provides a critical analysis of the academic evidence and the myths and hype. The Covid-19 pandemic school shutdowns triggered a rushed adoption of educational technology, which increasingly includes AI-assisted classrooms tools (AIED). This AIED, which by definition is designed to influence child development, also impacts on critical issues such as privacy, agency and human dignity – all of which are yet to be fully explored and addressed. But AI&ED is not only about teaching and learning with AI, but also teaching and learning about AI (AI literacy), addressing both the technological dimension and the often-forgotten human dimension of AI. The report concludes with a provisional needs analysis – the aim being to stimulate further critical debate by the Council of Europe’s member states and other stakeholders and to ensure that education systems respond both proactively and effectively to the numerous opportunities and challenges introduced by AI&ED

Artificial intelligence and digital transformation: competencies for civil servants - UNESCO (2022)

Artificial intelligence and climate change - Stein, Amy L. (Yale J. on Reg., 2020)
Keywords: ⛔ No DOI found

Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success - Chen, Yu; Jensen, Scott; Albert, Leslie J.; Gupta, Sambhav; Lee, Terri (Information Systems Frontiers, 2023)
Keywords: _z:no_pdf

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions - Su, Jiahong; Zhong, Yuchun (Computers and Education: Artificial Intelligence, 2022)
Keywords: ❓ Multiple DOI

Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics - Atif, Amara; Jha, Meena; Richards, Deborah; Bilgin, Ayse A. (Intelligent systems and learning data analytics in online education, 2021)

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)

Article processing charges are stalling the progress of African researchers: a call for urgent reforms - Nabyonga-Orem, Juliet; Asamani, James Avoka; Nyirenda, Thomas; Abimbola, Seye (BMJ Global Health, 2020)

ARP Phase I Implementation Progress Report - Gonsalves, Sarah-Lee; Regis, Callista; Megha-Bongnkar, Ghislaine; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Keywords: ⛔ No DOI found

Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers - Lichand, Guilherme; Wolf, Sharon (SSRN Electronic Journal, 2020)

Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature - Dang, Y.; Zhang, Y.; Chen, H. (Journal of the American Society for Information Science and Technology, 2009)

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

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.

Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] - , D (Learning and teaching materials: Policy and practice for provision, 2015)

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. - Uwezo Kenya (Uwezo, 2020)
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Are Environmental Conditions in South African Classrooms Conducive for Learning? - Gibberd, J; Motsatsi, L
Environmental factors have been shown to have a significant impact on quality of education. This exploratory study investigates environmental conditions in a case study classroom at a South African secondary school. It undertakes field measurements within a classroom over a typical school day in summer. Measurement data from the study is analysed and interpreted in relation to indoor environmental condition standards developed by American Society of Heating Refrigeration and Air Conditioning Engineers (ASHRAE) and South African Bureau of Standards (SABS).
Keywords: BE:RELEVANT; ⛔ No DOI found

Are Educational Vouchers Only Redistributive? - Bettinger, E.; Kremer, M.; Saavedra, J.E. (CESifo Conference Center, 2008)
Keywords: ⛔ No DOI found

Architecture of Sysperanto: a model-based ontology of the is field - Alter, S. (Communications of the Association for Information Systems, 2005)
Keywords: ⛔ No DOI found

Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso - Sawadogo, Wendkouni J Eric (University of Dresden, 2012)

Arabic version of Design Thinking for Educators - Khalayleh, Abdullah (2020)
Keywords: _r:ImportedToMyEducationEvidence

aptivatebmopositionpaper.pdf

Aprendizaje y formación de personas adultas - Bourgeois, E.; Nizet, J. (Presses Universite de France, 1997)

Aprendizaje híbrido Experiencias internacionales con enfoque multimodal - Villavicencio, Xuzel; Coflan, Caitlin (2022)
Esta presentación se elaboró originalmente para una serie de seminarios web sobre aprendizaje blended e híbrido para UNICEF El Salvador y el Ministerio de Educación de El Salvador. Los talleres en línea se impartieron en dos sesiones, con los profesores de El Salvador como parte fundamental de la audiencia. Junto con las lecciones aprendidas de las diversas iniciativas internacionales mapeadas, también se tocaron temas como la infraestructura de las TIC del país y la relevancia de un enfoque de Aprendizaje Socioemocional (SEL). Keywords: híbrido; blended; multimodal; El Salvador; capacitación docente; aprendizaje socioemocional An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação EduPARK - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de Primaria - Vacas Criado, Miriam
Keywords: _C:Colombia COL; _C:Greece GRC; _C:India IND; _C:Jamaica JAM; __C:filed:1; __C:scheme:1; literature / systematic review; ⛔ No DOI found

Apps Developed by Academics - Shing, Sophia; Yuan, Benjamin (Journal of Education and Practice, 2016)
In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Apps as learning tools: a systematic review - Griffith, Shayl F.; Hagan, Mary B.; Heymann, Perrine; Heflin, Brynna H.; Bagner, Daniel M. (Pediatrics, 2020)
Keywords: __C:filed:1

Approximating the Equilibrium Effects of Informed School Choice - Allende, Claudia; Gallego, Francisco; Nielson, Chistopher (2019)
This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we ﬁnd that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we ﬁnd that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families ﬁve years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we ﬁnd that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Approximating the Equilibrium Effects of Informed School Choice. - Allende, Claudia; Gallego, Francisco; Nielson, Christopher (2019)
Keywords: ⛔ No DOI found

Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. - Mulenga, Innocent Mutale; Chileshe, Edward King (2020)

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Keywords: Important; Read

Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations - Ahmed, Hassan (2017)
This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.
Keywords: ⛔ No DOI found

Approaches to providing psycho -social support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations - Mattingly, Jacqui (2017)
Whilst the provision of psychosocial activities is regularly mentioned in documents referring to the humanitarian response to education, there is a dearth of literature that refers to exactly what these programmes consist of, and how effective they are. There is, however, widespread recognition of the importance of providing psycho-social interventions to counter the impact of traumatisation on children and youth’s well-being and mental health, which can manifest in depression, shame, withdrawal or aggression.
Keywords: ⛔ No DOI found

Approaches to Open Education and Social Justice Research - Lambert, Sarah; Czerniewicz, Laura (Journal of Interactive Media in Education, 2020)
Article: Approaches to Open Education and Social Justice Research

Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results - Joynes, Chris (2018)
This report provides a summary of global evidence on effective approaches to improving and reforming public sector basic education systems with a particular focus on delivery of school and classroom-focused results. In keeping with the request, the scope of the report focusses primarily on emerging practices associated with financial management, HR Management, and the use of data-gathering and evidence to inform decision-making at all levels of the system.
Keywords: ⛔ No DOI found

Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town - Adam, Taskeen (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Approaches and Models for Teaching Digital Ethics in Information Systems Courses–A Review of the Literature - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (Australasian Journal of Information Systems, 2023)

Apprentissages scolaires et technologies numériques: une revue critique des méta-analyses - Leroux, Gabrielle; Monteil, Jean-Marc; Huguet, Pascal (L’Année psychologique, 2017)
Keywords: __C:filed:1; literature / systematic review

Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa - Wallaert, H (2008)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Lehrlingsausbildung; T:apprentice; publicImportV1

Apprenticeship in a Globalised World: Premises, Promises and Pitfalls - Akoojee, Salim (LIT Verlag Münster, 2013)
In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; Education / Professional Development; publicImportV1

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER) - Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine (npj Science of Learning, 2023)
Keywords: Education; Final_citation; Human behaviour; Policy; existing

Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics - Chen, Q.; Kao, T.-C. (Contemporary Educational Research Quarterly, 2019)
Purpose The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach The study took the unequal-group pretest-posttest quasiexperimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, "Common Factor" and "Common Multiple" even achieved large effect size. Originality/value The application of "Flipped classroom model" in various fields provides a prospective possibility for teaching innovation. Its critical factors, "using technology" and "participatory interaction", exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program. © Centre for Educational Research and Evaluation 2019.
Keywords: Flipped classroom instructional model; On-line tutoring; Remedial instruction; Upper elementary mathematics; _AcademicRecoveryOECS

Applying Behavioural Insights in EdTech - An incomplete guide - Owen, Hannah; Chadeesingh, Lal; Arnold, Brian (2020)

Applications of Remote Sensing in Horticulture, being key note address to the 32nd Annual Conference of the Horticultural Society of Nigeria (HORTSON - Tudunwada, I.Y. (Federal university of Agriculture, 2014)

Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view - Tudunwada, I.Y. (Paper presented to the Nigerian Environmental Society on, 2009)

Applications of machine learning and deep learning methods for climate change mitigation and adaptation - Ladi, Tahmineh; Jabalameli, Shaghayegh; Sharifi, Ayyoob (Environment and Planning B: Urban Analytics and City Science, 2022)
Climate change is a global issue that must be considered and addressed immediately. Many articles have been published on climate change mitigation and adaptation. However, new methods are required to explore the complexities of climate change and provide more efficient and effective adaptation and mitigation policies. With the advancement of technology, machine learning (ML) and deep learning (DL) methods have gained considerable popularity in many fields, including climate change. This paper aims to explore the most popular ML and DL methods that have been applied for climate change mitigation and adaptation. Another aim is to determine the most common mitigation and adaptation measures/actions in general, and in urban areas in particular, that have been studied using ML and DL methods. For this purpose, word frequency analysis and topic modeling, specifically the Latent Dirichlet allocation (LDA) as a ML algorithm, are used in this study. The results indicate that the most popular ML technique in both climate change mitigation and adaptation is the Artificial Neural Network. Moreover, among different research areas related to climate change mitigation and adaptation, geoengineering, and land surface temperature are the ones that have used ML and DL algorithms the most.

Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka - Bahufite, Eric (The University of Zambia, 2015)
Keywords: __C:filed:1

Application of Multitemporal Landsat Data in Mapping of Saline Soils in Kano River Irrigation Scheme (KRIS (FUDMA Journal of Sciences (FJS) ISSN online: 2616-1370 ISSN print, 2023)

Application of Multitemporal Landsat Data in Mapping of Saline Soil in Kano River Irrigation Scheme (KRIS) - Mohammed, Dahiru; Maina, M. M.; Audu, I.; Tudunwada, I. Y.; Nasiru, N. K.; Nasidi, N. M.; Umar, S. E. (FUDMA JOURNAL OF SCIENCES, 2023)
Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS).  Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded.

Application of Machine Learning and Artificial Intelligence Technology in Mobile Communication Network - Huang, Shutong (IEEE, 2023)

Application of Language Models for the Segmentation of Website Visitors - Stöckl, Andreas; Krauss, Oliver (Intelligent Systems and Applications, 2024)

Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS - Kalang, Lizalin; Eboy, Oliver (2019)
Crime is an inevitable social problem that is facing by most countries around the world. Criminal behaviour brings a significant negative consequence of urban development. A lot of changes will occur to the economic, demographic, political, cultural, technological and social because of urbanization. The rise in crime issues due to urban development lead urban schools to be threatened with criminal activity. Regarding this, school safety should not be compromised for schools in the city, especially in high schools. Lack of research on criminal issues from many disciplines, especially in Geography is one of the major cause of ineffectiveness in crime prevention. Geographic Information System (GIS) is a system based on the use of computers for the purpose of obtaining, storing, analyzing and presenting spatial data. This paper focuses on the application of GIS as a tool used in geography for crime mapping. Thus, the purpose of this paper is to provide recommendations for high-risk crime mapping for schools in Kota Kinabalu area. The objectives of this study are identifying the type of crime in the study area and identify the behavioural patterns of the crime using GIS analysis. This study using the property and violent crime statistics data of Kota Kinabalu city for the year 2018 obtained from Sabah's Contingent Headquarters (IPK) in Kepayan. GIS analysis used in this study includes classification, interpolation using Inverse Distance Weight (IDW), buffering, and overlay. Based on the findings in this study, all zones in the study area are affected by property and violent crime. There are high schools located in areas with a high risk of property and violent crime Meanwhile, the high school that affected by both types of crime is Sekolah Menengah Agama Toh Puan Hajah Rahmah.
Keywords: ⛔ No DOI found

Application and Research of Basketball Tactics Teaching Assisted by Computer Multimedia Technology - Yu, Lei; Li, Dong; Chen, Dong; Li, Wenbin (Springer, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Appendix 5. List of Additional Materials - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:aa5

Appendix 4. Bibliography - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:aa4

Appendix 3. Results of the SCR - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:aa3

Appendix 2. Methodology for the Interviews and Structured Community Review - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:aa2

Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (British Medical Journal Publishing Group, 2015)
Keywords: GERIATRIC MEDICINE

Appendix 1. Annotated bibliography - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:aa1

App clusters: Exploring patterns of multiple app use in primary learning contexts - Howard, Sarah K.; Yang, Jie; Ma, Jun; Maton, Karl; Rennie, Ellie (Computers & Education, 2018)
Keywords: __C:filed:1

'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' - Ajadi, S.B. (Journal of Planning and Construction Management, 2014)
Keywords: ⚠️ Invalid DOI

APK android manual - Roger Federer Founation

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic - Carlana, Michela; Ferrara, Eliana (2021)
Keywords: Final_citation

Antwort der Bundesregierung auf die Kleine Anfrage: Anwerbung von Pflege- und Gesundheitsfachkräften durch die Deutsche Gesellschaft für Internationale Zusammenarbeit, Zentrale Auslands- und Fachvermittlung und die Bundesagentur für Arbeit im Rahmen des Projekts „Triple Win“, Bundestags-Drucksache 19/16732. - Bundesregierung (2020)

Antigua & Barbuda Education Statistical Digest 2012.pdf

Antigua and Barbuda: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Antigua and Barbuda: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Antigua and Barbuda Education Statistical Digest - George, Patricia
Keywords: ⛔ No DOI found

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation - Wang, Hui; Hall, Nathan C.; Taxer, Jamie L. (Educational Psychology Review, 2019)
Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Malaysia MYS; _C:Netherlands NLD; _C:Pakistan PAK; _C:Poland POL; _C:Romania ROU; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi - Ajadi, S.B. (2011)

Annual Report - Roger Federer Foundation (Roger Federer Foundation -, 2018)

Announcement of the EdTech Hub: UK aid funds world’s biggest educational technology research project – Open Development & Education (2019)
Keywords: __C:filed:1; _r:ImportedToMyEducationEvidence

Annotated Bibliography: Approaches to psycho-social support in protracted crises - Boateng, Pearl (2017)
This annotated bibliography highlights 14 key resources drawn from the studies which underpinned the questions answered in this helpdesk report. Some selection criteria included the source’s relevance to the query, recent publication, contextual relevance and methodology. The sources below are grouped into three sets: those selected based on their relevance to the Syrian context; those selected based on their focus on evidence of best practice psycho-social support in conflict/post-conflict settings; toolkits and guidelines to support decision-making and practitioners
Keywords: ⛔ No DOI found

Animal Sourced Foods (ASF): Evidence on Stunting and Programmes to Increase Consumption - Bolton, Laura (2019)
Animal source foods (ASF) are an important source of nutrients. They are a particularly good source of iron and zinc which prevents stunting. The main factors affecting ASF consumption that were discussed in the literature identified were nutritional knowledge, price, and livestock production. Broader links between poverty and ASF were not discussed within the scope of this report. Nutritional knowledge should first be assessed before education programmes are devised. Many communities have nutritional knowledge and the cost of ASFs was found to be the biggest barrier. Price ratios show how unaffordable ASFs are in poorer regions. Livestock production tends to be positively associated with increased ASF consumption. Increased risk of diseases passed on by animals should be considered. Information may also need to be given so that breast-feeding is not replaced by milk consumption in households that own cows. A small number of intervention evidence was identified in this rapid review though the list is unlikely to be exhaustive. ASF consumption was found to increase in Nepal following a poverty alleviation programme with a focus on livestock production. A health and nutrition education programme in India found a significant increase in egg consumption. A school-feeding programme which supplemented children with eggs found positive results on stunting. There are concerns over the environmental impact of animal production which warrant attention. There wasn’t scope within this report to explore ASF alternatives which may also improve stunting.
Keywords: ⛔ No DOI found

Anerkennung in Deutschland - Anerkennungsportal - BIBB. Informationsportal (Anerkennung in Deutschland - Anerkennungsportal)
Anerkennung in Deutschland ist das offizielle Informationsportal zum Anerkennungsgesetz des Bundes. Das Portal informiert über die Verfahren zur Anerkennung von ausländischen Berufsabschlüssen in Deutschland.

Andragogy - Wikipedia

Analyzing the past to prepare for the future: writing a literature review - Webster, J; Watson, RT (MIS Quarterly, 2002)
Keywords: ⛔ No DOI found

Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action - Espino-Díaz, Luis; Fernandez-Caminero, Gemma; Hernandez-Lloret, Carmen-Maria; Gonzalez-Gonzalez, Hugo; Alvarez-Castillo, Jose-Luis (Sustainability, 2020)
This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.
Keywords: COVID-19; ICT; __C:filed:1; neuroeducation; stress; teachers

Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (Journal of Labor Economics, 2013)

Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms - Pore, Meenal; Sengeh, David Moinina (International Business Machines Corp, 2019)
Keywords: api; audio file; speech; text; text message

Analyzing & interpreting ethnographic data - LeCompte, Margaret Diane; Schensul, Jean J. (Rowman Altamira, 1999)

Analysis report of data collected in Temeke schools - Toyinbo, Oluyemi; Villavicencio, Xuzel; Waziri, Nafisa; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _r:AddedByMyEducationEvidence

Analysis of the reporting of search strategies in Cochrane systematic reviews - Yoshii, Adriana; Plaut, Daphne A.; McGraw, Kathleen A.; Anderson, Margaret J.; Wellik, Kay E. (Journal of the Medical Library Association : JMLA, 2009)
Background: The Cochrane Handbook for Systematic Reviews of Interventions provides instructions for documenting a systematic review's electronic database search strategy, listing elements that should be in the description. Complete documentation of the search strategy allows readers to evaluate the search when critically appraising a review's quality. Objective: The research analyzed recently published Cochrane reviews to determine whether instructions for describing electronic database search strategies were being followed. Methods: Eighty-three new reviews added to the Cochrane Database of Systematic Reviews in the first quarter of 2006 were selected for analysis. Eighteen were subsequently excluded because their searches were conducted only in the specialized registers of Cochrane review groups. The remaining sixty-five reviews were analyzed for the seven elements of an electronic database search strategy description listed in the Cochrane Handbook, using dual review with consensus. Results: Of the 65 reviews analyzed, none included all 7 recommended elements. Four reviews (6%) included 6 elements. Thirty-two percent (21/65) included 5 or more elements, with 68% (44/65) including 4 or fewer. Three included only 2 elements. The 65 reviews represented 41 different Cochrane review groups. Conclusion: The instructions from the Cochrane Handbook for reporting search strategies are not being consistently employed by groups producing Cochrane reviews.

Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking - Jeon, Seongkyun; Son, Yoonhee; Park, Sangwook (The Journal of Korean association of computer education, 2020)
Keywords: Final_citation; ⛔ No DOI found

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
Keywords: Final_citation; cited; existing

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results - Mulera, David Mc W.J.; Ndala, Ken Kaziputa; Nyirongo, Richard (International Journal of Educational Development, 2017)
The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors aﬀecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more signiﬁcant factors that negatively aﬀected pupil performance.
Keywords: _C:Botswana BWA; _C:Colombia COL; _C:Kenya KEN; _C:Laos LAO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Namibia NAM; _C:South Africa ZAF; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Analysis and Improvement of Classroom Teaching Based on Artificial Intelligence - Sun, Zhong; Yu, Zi Chun; Xu, Fei Yun (AI in Learning: Designing the Future, 2023)
Common classroom teaching analysis, which has focused on counting and coding the teacher-student behaviors and discourse interactions, faces many difficulties as content-free, low efficiency, and small scale in analysis. To overcome these shortcomings, and foster high-quality classroom teaching, the current study proposes a blended human and Artificial Intelligence (AI) technology for classroom teaching analysis named as TESTII. It consists of five steps identifying teaching events, sequencing the pedagogies of classroom teaching structure, analyzing teacher-student interaction, interpreting teaching meaning, and providing improvement strategies for high-quality classroom teaching.
Keywords: Artificial intelligence; Classroom teaching analysis; Teaching events; Teaching structure

Analysing training needs of TVET teachers in South Africa. An empirical study - Zinn, Bernd; Raisch, Kevin; Reimann, Jennifer (International Journal for Research in Vocational Education and Training, 2019)
Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions. Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted. Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques. Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.

Analysing Digital Literacy Frameworks - Rosado, Eliana; Belisle, Claire (2006)
This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe.
Keywords: ⛔ No DOI found

Analysing Cost-Effectiveness Of Raising Learning For Marginalised Girls Through Camfed'S Programme: Methodological A Methodological Note - Delprato, Marcos; Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo (Zenodo, 2017)
This note provides an overview of the methodological approach being taken to analyse cost-effectiveness of Camfed’s programme in Tanzania and Zimbabwei. It highlights the association between Value for Money and cost-effectiveness, and pays particular attention to the importance of measuring cost-effectiveness from an equity perspective. It further identifies the implications of calculating cost-effectiveness with consideration of sustainability, scalability and replicability of Camfed’s programme.

Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos - Santos, Geovana Maria Carmo; Silveira, Mauro César; Oliveira, Andre Correa de (Revista do Serviço Público, 2016)
O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
Keywords: Author:OpenDevEd

An ROI Ed-Biz Approach for Deploying Mobile Pedagogy - McConatha, Douglas (Mobile Pedagogy and Perspectives on Teaching and Learning, 2014)
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity.

An overview of national AI strategies and policies - Angela, ATTREY (2021)
Keywords: ⛔ No DOI found

An Overview of Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
Traditionally, financing for social development in development settings has utilised bonds and guarantees. These mechanisms focused primarily on resource mobilization by leveraging the balance sheets of international finance institutions to make loans. However, since the mid-2000s, innovative financing has encouraged alternative models where private sector actors share the risks and rewards. This report reviews evidence on the use of Social Impact Bonds (SIBs) and Development Impact Bonds (DIBs) in India or other LMICs to deliver results in primary and secondary education. Evidence suggests that, in recent years, there has been a significant growth in the application of impact bonds in a range of global settings, including for education in LMICs. These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Keywords: ⛔ No DOI found

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Keywords: ⛔ No DOI found

An Overview of ICT for Education of Refugees and IDPs​ - Joynes, D.; James, Z, (Department for International Development, 2018)

An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts - Joynes, Chris (2019)
This report provides a summary overview of the evidence regarding the impact of impact bonds (including Social Impact Bonds and Development Impact Bonds) in their application as innovative financing mechanisms for supporting education in development contexts. Within the education sector, impact bonds have emerged over the last 4-5 years as one innovative financing mechanism that uses private investment to support social development. From a developmental perspective, this emerging model encompasses two recent and clearly-defined global trends: firstly, an increased focus on programmes that deliver results and, secondly, an increased drive to support collaboration between the public and private sector (Innovative Financing Initiative 2014: v). Evidence suggests that there has been a significant growth in the application of impact bonds in a range of global settings, including for education in low- and middle-income countries (LMICs). These mechanisms are seen to be particularly valuable when operating in complex, fluid contexts (REACH 2017), and, with appropriate design, can also contribute towards the development of wider systemic capacity.
Keywords: ⛔ No DOI found

An overview of e-learning in China: History, challenges and opportunities - Wang, Yan; Liu, Xuan; Zhang, Zhenhong (Research in Comparative and International Education, 2018)
The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest.
Keywords: Challenges; China; ICT in education; e-learning; professional development; successes

An Overview of Chatbot Technology - Adamopoulou, Eleni; Moussiades, Lefteris (Springer International Publishing, 2020)
The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.
Keywords: Artificial Intelligence; Chatbot; Chatbot architecture; Machine learning; NLU

An Outcomes Evaluation of the School Feeding Project Implemented By Caritas Zimbabwe at Chirongwe Primary School, Masvingo Province - Gozo, Shingiriro Persistance (Lupane State University, 2016)

An open source machine learning framework for efficient and transparent systematic reviews - van de Schoot, Rens; de Bruin, Jonathan; Schram, Raoul; Zahedi, Parisa; de Boer, Jan; Weijdema, Felix; Kramer, Bianca; Huijts, Martijn; Hoogerwerf, Maarten; Ferdinands, Gerbrich; Harkema, Albert; Willemsen, Joukje; et al. (Nature Machine Intelligence, 2021)
To help researchers conduct a systematic review or meta-analysis as efficiently and transparently as possible, we designed a tool to accelerate the step of screening titles and abstracts. For many tasks—including but not limited to systematic reviews and meta-analyses—the scientific literature needs to be checked systematically. Scholars and practitioners currently screen thousands of studies by hand to determine which studies to include in their review or meta-analysis. This is error prone and inefficient because of extremely imbalanced data: only a fraction of the screened studies is relevant. The future of systematic reviewing will be an interaction with machine learning algorithms to deal with the enormous increase of available text. We therefore developed an open source machine learning-aided pipeline applying active learning: ASReview. We demonstrate by means of simulation studies that active learning can yield far more efficient reviewing than manual reviewing while providing high quality. Furthermore, we describe the options of the free and open source research software and present the results from user experience tests. We invite the community to contribute to open source projects such as our own that provide measurable and reproducible improvements over current practice.
Keywords: Computational biology and bioinformatics; Computer science; Medical research; SARS-CoV-2; _Added-ailr-2024

An ontological analysis of some fundamental information systems concepts - Wand, Y; Weber, R (1988)
Keywords: ⛔ No DOI found

An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism - Kanakri, Shireen M.; Shepley, Mardelle; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M. (Environment and Behavior, 2017)
The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found; that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.

An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people - Brik, Bouziane; Esseghir, Moez; Merghem-Boulahia, Leila; Snoussi, Hichem (Building and Environment, 2021)
Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively.
Keywords: Building sustainability; Deep learning; Disabled people; Indoor thermal comfort prediction and monitoring; Internet of Things (IoT)

An Invitation to Market Design - Kominers, Scott Duke; Teytelboym, Alexander
Market design seeks to translate economic theory and analysis into practical solutions to real-world problems. By redesigning both the rules that guide market transactions and the infrastructure that enables those transactions to take place, market designers can address a broad range of market failures. In this paper, we illustrate the process and power of market design through three examples: the design of medical residency matching programs; a scrip system to allocate food donations to food banks; and the recent “Incentive Auction” that reallocated wireless spectrum from television broadcasters to telecoms. Our lead examples show how eﬀective market design can encourage participation, reduce gaming, and aggregate information, in order to improve liquidity, eﬃciency, and equity in markets. We also discuss a number of fruitful applications of market design in other areas of economic and public policy.
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Chile CHL; _C:Germany DEU; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Japan JPN; _C:Singapore SGP; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

An investigative study of the abuse of girls in African schools - Leach, Fiona; Fiscian, Vivian; Kadzamira, Esme; Lemani, Eve; Machakanja, Pamela (2003)
Keywords: _C:Malawi MWI; ⛔ No DOI found

An investigation of using a tablet computer for searching on the web and the influence of cognitive load - Debue, Nicolas; Ou, Nora; van de Leemput, Cécile (Tutorials in Quantitative Methods for Psychology, 2020)
Keywords: __C:filed:1

An investigation of purpose built netbooks for primary school education - Cramer, M.; Beauregard, R.; Sharma, M. (Proceedings of the 8th international conference on interaction design and children, 2009)

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

An investigation of mobile learning readiness in higher education based on the theory of planned behavior - Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki (Computers & Education, 2012)
This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
Keywords: Higher education; Mobile learning; m-learning; m-learning adoption

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:a; ⛔ No DOI found

An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories - Torres-Salinas, Daniel; Martín-Martín, Alberto (arXiv preprint arXiv:1306.6584, 2013)
Keywords: ⛔ No DOI found

An introduction to systematic reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2012)
Keywords: AWP2; Research methods

An introduction to implementation science for the non-specialist - Bauer, Mark S.; Damschroder, Laura; Hagedorn, Hildi; Smith, Jeffrey; Kilbourne, Amy M. (BMC psychology, 2015)

An Introduction to Adaptive Interventions and SMART Designs in Education - Nahum-Shani, Inbal; Almirall, Daniel; Buckley, Jacquelyn (2020)
Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate.
Keywords: Final_citation; existing; ⛔ No DOI found

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

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

An interactive system for finding complementary literatures: a stimulus to scientific discovery - Swanson, DR; Smalheiser, NR (Artificial Intelligence, 1997)
An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.
Keywords: _Added-ailr-2024

An integrative review of teaching reading in Kenyan primary schools - Commeyras, M.; Inyega, H.N. (Reading Research Quarterly, 2007)

An Integrative Literature Review on Sexual Abuse Prevention Education Programs for Elementary School Students in South Korea - Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong; Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong (Child Health Nursing Research, 2019)
Keywords: __C:filed:1

An Integrative Literature Review on Sex Education Programs for Korean College Students - Shin, Hyewon; Lee, Jung Min; Min, Hye Young (The Journal of Korean Academic Society of Nursing Education, 2020)
Keywords: __C:filed:1

An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children - Cho, Haeryun; Lee, Jungmin; Kim, Shin-Jeong (Child Health Nursing Research, 2020)
Keywords: __C:filed:1

An integrated model for teacher continuing professional learning in Zimbabwean primary schools - Mtetwa, David KJ; Ndemo, Zakaria (African Journal of Teacher Education and Development, 2022)

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.

An insight into cultural competence and ethics in K-12 artificial intelligence education - Sanusi, Ismaila Temitayo; Olaleye, Sunday Adewale (IEEE, 2022)

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (The EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
Keywords: _C:Gambia GMB; _C:Jordan JOR; _C:Malawi MWI; _C:Portugal PRT; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _zenodoODE

An implementation research agenda - Eccles, Martin P.; Armstrong, David; Baker, Richard; Cleary, Kevin; Davies, Huw; Davies, Stephen; Glasziou, Paul; Ilott, Irene; Kinmonth, Ann-Louise; Leng, Gillian (BioMed Central, 2009)

An implementation research agenda - Eccles, Martin P.; Armstrong, David; Baker, Richard; Cleary, Kevin; Davies, Huw; Davies, Stephen; Glasziou, Paul; Ilott, Irene; Kinmonth, Ann-Louise; Leng, Gillian (BioMed Central, 2009)

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

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

An Exploratory Study of Digital Literacy Frameworks: A Comparative Analysis - Lee, Yoo-Taek; Fanea-Ivanovici, Mina (SSRN, 2022)
Keywords: _z:no_pdf

An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan - Khalid, Abdul Habib (Indiana University of Pennsylvania, 2020)
Keywords: __C:filed:1

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda - Kintu, Denis (International Journal of Vocational Education and Training Research, 2019)

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
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:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

An Examination of the Evidence-Based Literacy Research in Deaf Education - Luckner, John L.; Sebald, Ann M.; Cooney, John; Young, John; Muir, Sheryl Goodwin (American Annals of the Deaf, 2005)
Keywords: _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

An examination of the digital divide and its dividing factors in formal educational settings - Ritzhaupt, Albert D.; Hohlfeld, Tina N. (Crossing the bridge of the digital divide: A walk with global leaders, 2018)
Keywords: Final_citation; ⛔ No DOI found