Their use and platforms require greater scrutiny
DA - 2020/08/17/ PY - 2020 DO - 10.1136/bmj.m3111 DP - www.bmj.com VL - 370 SP - m3111 J2 - BMJ LA - en SN - 1756-1833 UR - https://www.bmj.com/content/370/bmj.m3111 Y2 - 2021/10/05/18:37:31 ER - TY - ELEC TI - Island nations have the edge in keeping Covid away – or most do AU - The Guardian T2 - the Guardian AB - Nations from New Zealand to Cuba closed borders promptly and imposed strict quarantine rules, but the UK won’t admit its ‘serious mistake’ DA - 2020/08/16/T06:44:04.000Z PY - 2020 LA - en UR - http://www.theguardian.com/world/2020/aug/16/island-nations-have-the-edge-in-keeping-covid-away-or-most-do Y2 - 2021/01/09/20:21:06 ER - TY - RPRT TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] AU - Haßler, Björn AU - Bennett, Gemma AU - Damani, Kalifa AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education. DA - 2020/08/14/ PY - 2020 M3 - Preprint UR - https://docs.opendeved.net/lib/WMYNLNVK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:sub-Saharan Africa KW - STC-TLC KW - _C:Cameroon CMR KW - _C:Congo XCO KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:t KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - NEWS TI - Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show AU - Rigby, Jennifer T2 - The Telegraph (UK) DA - 2020/08/14/ PY - 2020 UR - https://www.telegraph.co.uk/global-health/women-and-girls/child-marriages-skyrocket-malawi-covid-19-closes-schools-figures/amp/ Y2 - 2020/08/20/10:25:49 ER - TY - MGZN TI - What Happens When AI is Used to Set Grades? AU - Evgeniou, Theodoros AU - Hardoon, David R. AU - Ovchinnikov, Anton T2 - Harvard Business Review AB - In 2020, with high school exams canceled in many countries, the International Baccalaureate Organization (IBO) deployed an AI to determine final grades based on current and historical data. When the results came in, many scores did not correlate with grades that had been predicted, as had been the case in previous years, prompting many people to appeal their grades. Unfortunately, the appeals system for grades had not been changed from previous years, which was assumed that students would write examination papers. Since university place offers in many countries are contingent on students achieving predicted grades, many students have been denied places at their universities of choice, which has resulted in a great deal of anger. This experience highlights the risks of delegating life-altering decisions to AI without considering how apparently anomalous decisions can be appealed and, if necessary, changed. DA - 2020/08/13/ PY - 2020 DP - hbr.org VL - 13 LA - en SN - 0017-8012 UR - https://hbr.org/2020/08/what-happens-when-ai-is-used-to-set-grades Y2 - 2024/03/01/11:39:59 KW - Business education KW - Final_citation KW - Technology and analytics KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - The EdTech Hub AB - We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic […] DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/08/24/10:48:13 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The ripple effects of school closures during the COVID-19 pandemic AU - Freeman, Sloane J. AU - Cohen-Silver, Justine AU - Baker, Jillian M. AU - Rozenblyum, Evelyn AU - Suleman, Shazeen T2 - Canadian Family Physician DA - 2020/08/09/ PY - 2020 DP - www.cfp.ca LA - en UR - https://www.cfp.ca/news/2020/05/13/05-13 Y2 - 2020/08/12/17:18:31 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills AU - Belafi, Carmen AU - Hwa, Yue-Yi AU - Kaffenberger, MIchelle DA - 2020/08/07/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Building on Solid Foundations UR - https://riseprogramme.org/publications/building-solid-foundations-prioritising-universal-early-conceptual-and-procedural Y2 - 2020/09/06/17:22:55 ER - TY - JOUR TI - COVID-19 and teacher education: a literature review of online teaching and learning practices AU - Carrillo, Carmen AU - Flores, Maria Assunção T2 - European Journal of Teacher Education AB - The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined. DA - 2020/08/07/ PY - 2020 DO - 10.1080/02619768.2020.1821184 DP - Taylor and Francis+NEJM VL - 43 IS - 4 SP - 466 EP - 487 SN - 0261-9768 ST - COVID-19 and teacher education UR - https://doi.org/10.1080/02619768.2020.1821184 Y2 - 2021/04/26/15:21:06 KW - Covid-19 KW - Online learning KW - online practices KW - teacher education ER - TY - JOUR TI - Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes AU - Fitzpatrick, Rachael AB - This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems. DA - 2020/08/07/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15579 Y2 - 2022/12/18/18:14:18 KW - ⛔ No DOI found ER - TY - JOUR TI - The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid AU - James, Jeffrey T2 - The Information Society AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. DA - 2020/08/07/ PY - 2020 DO - 10.1080/01972243.2020.1761497 DP - DOI.org (Crossref) VL - 36 IS - 4 SP - 226 EP - 235 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 ST - The smart feature phone revolution in developing countries UR - https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497 Y2 - 2022/08/13/15:01:05 ER - TY - JOUR TI - Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification AU - Moyo, Nathan T2 - Journal of Education for Teaching DA - 2020/08/07/ PY - 2020 DO - 10.1080/02607476.2020.1802702 DP - DOI.org (Crossref) VL - 46 IS - 4 SP - 536 EP - 545 J2 - Journal of Education for Teaching LA - en SN - 0260-7476, 1360-0540 ST - Covid- 19 and the future of practicum in teacher education in Zimbabwe UR - https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1802702 Y2 - 2021/11/10/05:59:02 ER - TY - JOUR TI - Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes AU - Page, Ella AB - This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes. DA - 2020/08/07/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15580 Y2 - 2022/12/18/18:15:47 KW - ⛔ No DOI found ER - TY - ELEC TI - First KaiOS smart feature phone drops in Malawi AU - Gilbert, Paula AU - Editor AU - Africa, Connecting T2 - Connecting Africa AB - Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country. DA - 2020/08/05/ PY - 2020 LA - en UR - http://www.connectingafrica.com/author.asp?section_id=761&doc_id=762961 Y2 - 2023/03/14/10:22:45 ER - TY - JOUR TI - Revisiting Distance Learning Resources for Undergraduate Research and Lab Activities during COVID-19 Pandemic AU - Qiang, Zhe AU - Obando, Alejandro Guillen AU - Chen, Yuwei AU - Ye, Changhuai T2 - Journal of Chemical Education AB - The rapid transition in teaching format due to COVID-19 gives rise to many challenges, especially for research and lab activities since they may require a different approach with more constrained resources compared with lecture-based courses, in which various virtual communication platforms have now been employed. As essential parts for student’s active learning, effective strategies to perform undergraduate research and lab courses during the current circumstance need to be carefully designed. To address this challenge, we have revisited different distance learning resources and implemented four critical methods in undergraduate research activity in our research groups, including question-driven literature review, visualizing experiments from virtual scientific resources, performing safe and simple home-lab experiments, and learning new computational tools. These approaches provide versatile opportunities for remotely engaging students in research and lab activities besides just participation in group meetings and scientific webinars. We believe insights gained from revisiting and implementing these resources could have a long-term positive impact for improving teaching and mentoring infrastructure for undergraduate lab activities post-COVID-19. DA - 2020/08/04/ PY - 2020 DO - 10.1021/acs.jchemed.0c00609 DP - ACS Publications J2 - J. Chem. Educ. SN - 0021-9584 UR - https://doi.org/10.1021/acs.jchemed.0c00609 Y2 - 2020/08/12/17:25:44 KW - __C:filed:1 ER - TY - RPRT TI - Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic AU - Smith, William C. AB - Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted. DA - 2020/08/04/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - preprint PB - In Review ST - Potential long-term consequences of school closures UR - https://www.researchsquare.com/article/rs-51400/v1 Y2 - 2020/08/12/17:03:48 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans AU - Adam, Taskeen AU - Koomar, Saalim AU - Haßler, Björn AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the US$300 million is allocated and spent most effectively. DA - 2020/08/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 09 UR - https://docs.edtechhub.org/lib/7AFXFRPC KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena T2 - Economics of Education Review AB - The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways. DA - 2020/08/01/ PY - 2020 DO - 10.1016/j.econedurev.2020.101971 DP - ScienceDirect VL - 77 SP - 101971 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Learning-adjusted years of schooling (LAYS) UR - https://www.sciencedirect.com/science/article/pii/S0272775719300263 Y2 - 2022/11/24/12:08:38 KW - Education KW - Human capital KW - Learning KW - Returns to education KW - Schooling KW - Test Scores ER - TY - RPRT TI - Sprint 8 report AU - Abed, Reema AU - Alawamleh, Nour AU - Khalayleh, Abdullah AU - Metni, Eliane AU - Haßler, Björn CN - 0224 CY - Amman, Jordan DA - 2020/08// PY - 2020 LA - English M3 - 8 PB - Activating EdTech SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 8 report - Arabic AU - Abed, Reema AU - Alawamleh, Nour AU - Khalayleh, Abdullah AU - Metni, Eliane AU - Haßler, Björn CN - 0233 CY - Amman, Jordan DA - 2020/08// PY - 2020 LA - Arabic M3 - 8 PB - Activating EdTech SN - 1 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo AU - Falisse, Jean-Benoit AU - Huysentruyt, Marieke AU - Olofsgård, Anders T2 - Academy of Management Proceedings AB - We use a randomized field experiment to study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students in South Kivu. Students in the treatment schools scored 0.320s higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and to aspire to a non-manual profession.. The largest positive impact was found in schools with lower-quality teaching performance and for lower-ability students. Our results demonstrate that programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement and career aspirations. DA - 2020/08// PY - 2020 DO - 10.5465/AMBPP.2020.19578abstract DP - journals.aom.org (Atypon) VL - 2020 IS - 1 SP - 19578 J2 - Proceedings SN - 0065-0668 ST - Incentivizing Textbooks for Self-Study UR - https://journals.aom.org/doi/10.5465/AMBPP.2020.19578abstract Y2 - 2022/04/18/10:47:44 KW - AOM Annual Meeting Proceedings 2020 ER - TY - RPRT TI - Listening to Young Lives at Work in Ethiopia AU - Scott, Douglas AU - Favara, Marta AU - Porter, Catherine CY - Young Lives DA - 2020/08// PY - 2020 M3 - COVID-19 Phone Survey Headlines Report PB - Oxford Department of International Development UR - https://www.younglives.org.uk/sites/www.younglives.org.uk/files/YOL-Ethiopia-Headlines-FirstPhoneSurvey-Aug20_0.pdf Y2 - 2020/08/20/11:16:17 ER - TY - RPRT TI - Government of Sierra Leone Education Data Hub: A User Research Report AU - Freiermuth, Sophie AU - Bedoui, Claire AU - Middleton, Emily AU - Taddese, Abeba AB - Report on the Government of Sierra Leone Education Data Hub CY - Cambridge, UK; Washington D.C. DA - 2020/07/30/ PY - 2020 PB - EdTech Hub ST - Government of Sierra Leone Education Data Hub UR - https://docs.edtechhub.org/lib/8CB5PTUQ KW - C:Sierra Leone KW - ES:Educational data KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required. DA - 2020/07/30/ PY - 2020 M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K7JDL4IL KW - C:Tanzania KW - H:Online learning KW - LP: English KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - publishPDF ER - TY - JOUR TI - Impact of Pandemic COVID-19 on Education in India AU - Jena, Pravat T2 - International Journal of Current Research AB - The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students' life. Around 32 crore learners stopped to move schools/colleges, all educational activities halted in India. The outbreak of COVID-19 has advised us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms and techniques, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 are discussed and some fruitful suggestions are pointed to carry out educational activities during the pandemic situation. DA - 2020/07/30/ PY - 2020 DO - 10.24941/ijcr.39209.07.2020 DP - ResearchGate VL - 12 SP - 12582 EP - 12586 J2 - International Journal of Current Research KW - __C:filed:1 KW - ⚠️ Invalid DOI ER - TY - BOOK TI - Critical Digital Pedagogy: A Collection AU - Stommel, Jesse AU - Friend, Chris AU - Morris, Sean Michael AU - Rorabaugh, Pete AU - Rheingold, Howard AU - Watters, Audrey AU - Davidson, Cathy AU - Stewart, Bonnie AU - Benjamin, Ruha DA - 2020/07/30/ PY - 2020 DP - Amazon SP - 334 LA - en SN - 978-0-578-72591-8 ST - Critical Digital Pedagogy ER - TY - JOUR TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi T2 - SSRN Electronic Journal AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/07/29/ PY - 2020 DO - 10.2139/ssrn.3663098 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2020/08/12/14:30:03 KW - Education KW - Human Capital KW - Technology KW - _COVID_DEAA-List KW - __C:filed:1 ER - TY - GEN TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. CY - Rochester, NY DA - 2020/07/29/ PY - 2020 DO - 10.2139/ssrn.3663098 DP - Social Science Research Network LA - en ST - Stemming Learning Loss During the Pandemic UR - https://papers.ssrn.com/abstract=3663098 Y2 - 2022/12/14/00:58:12 KW - Education KW - Final_citation KW - Human Capital KW - Technology KW - cited KW - existing ER - TY - RPRT TI - Suffering in Silence: How COVID-19 School Closures Inhibit the Reporting of Child Maltreatment AU - Baron, E. Jason AU - Goldstein, Ezra G. AU - Wallace, Cullen T. AB - To combat the spread of COVID-19, many primary and secondary schools in the United States canceled classes and moved instruction online. This study examines an unexplored consequence of COVID-19 school closures: the broken link between child maltreatment victims and the number one source of reported maltreatment allegations---school personnel. Using current, county-level data from Florida, we estimate a counterfactual distribution of child maltreatment allegations for March and April 2020, the first two months in which Florida schools closed. While one would expect the financial, mental, and physical stress due to COVID-19 to result in additional child maltreatment cases, we find that the actual number of reported allegations was approximately 15,000 lower (27 percent) than expected for these two months. We leverage a detailed dataset of school district staffing and spending to show that the observed decline in allegations was largely driven by school closures. Finally, we discuss policy implications of our findings for the debate surrounding school reopenings and suggest a number of responses that may mitigate this hidden cost of school closures. CY - Rochester, NY DA - 2020/07/29/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3601399 ST - Suffering in Silence UR - https://papers.ssrn.com/abstract=3601399 Y2 - 2020/08/12/16:50:40 KW - COVID-19 KW - Child Maltreatment KW - School Closures ER - TY - JOUR TI - Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education AU - Kalloo, Rowena Constance AU - Mitchell, Beular AU - Kamalodeen, Vimala Judy T2 - Journal of Education for Teaching AB - Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness. DA - 2020/07/29/ PY - 2020 DO - 10.1080/02607476.2020.1800407 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 11 SN - 0260-7476 ST - Responding to the COVID-19 pandemic in Trinidad and Tobago UR - https://doi.org/10.1080/02607476.2020.1800407 Y2 - 2020/08/12/17:03:15 KW - COVID-19 KW - Teacher education KW - __C:filed:1 KW - inequities KW - online education ER - TY - JOUR TI - Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States AU - Verdery, Ashton M. AU - Smith-Greenaway, Emily AU - Margolis, Rachel AU - Daw, Jonathan T2 - Proceedings of the National Academy of Sciences AB - The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death. DA - 2020/07/28/ PY - 2020 DO - 10.1073/pnas.2007476117 DP - www.pnas.org VL - 117 IS - 30 SP - 17695 EP - 17701 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 UR - https://www.pnas.org/content/117/30/17695 Y2 - 2020/08/12/17:21:56 KW - COVID-19 KW - __C:filed:1 KW - bereavement KW - demography KW - mortality KW - social support ER - TY - JOUR TI - Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption AU - Turner, Kristy L. AU - Hughes, Michael AU - Presland, Katayune T2 - Journal of Chemical Education AB - In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption. DA - 2020/07/24/ PY - 2020 DO - 10.1021/acs.jchemed.0c00705 DP - ACS Publications J2 - J. Chem. Educ. SN - 0021-9584 UR - https://doi.org/10.1021/acs.jchemed.0c00705 Y2 - 2020/08/12/17:12:57 KW - __C:filed:1 ER - TY - RPRT TI - Using blended learning to support marginalised adolescent girls’ education: a review of the evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Language Models are Few-Shot Learners AU - Brown, Tom B. AU - Mann, Benjamin AU - Ryder, Nick AU - Subbiah, Melanie AU - Kaplan, Jared AU - Dhariwal, Prafulla AU - Neelakantan, Arvind AU - Shyam, Pranav AU - Sastry, Girish AU - Askell, Amanda AU - Agarwal, Sandhini AU - Herbert-Voss, Ariel AU - Krueger, Gretchen AU - Henighan, Tom AU - Child, Rewon AU - Ramesh, Aditya AU - Ziegler, Daniel M. AU - Wu, Jeffrey AU - Winter, Clemens AU - Hesse, Christopher AU - Chen, Mark AU - Sigler, Eric AU - Litwin, Mateusz AU - Gray, Scott AU - Chess, Benjamin AU - Clark, Jack AU - Berner, Christopher AU - McCandlish, Sam AU - Radford, Alec AU - Sutskever, Ilya AU - Amodei, Dario AB - Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general. DA - 2020/07/22/ PY - 2020 DO - 10.48550/arXiv.2005.14165 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/2005.14165 Y2 - 2024/02/24/17:40:28 KW - Computer Science - Computation and Language ER - TY - RPRT TI - Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions AU - Rosenberg, Joshua AU - Rutherford, Teomara AU - Anderson, Daniel AU - White, Rachel S. AU - Nguyen, Ha AU - Kimmon, Royce AB - There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come. DA - 2020/07/19/ PY - 2020 DP - DOI.org (Crossref) M3 - preprint PB - Open Science Framework ST - Proposal to the Spencer Foundation UR - https://osf.io/9j2cu Y2 - 2020/08/12/17:19:14 ER - TY - JOUR TI - Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines AU - Baticulon, Ronnie E. AU - Alberto, Nicole Rose I. AU - Baron, Maria Beatriz C. AU - Mabulay, Robert Earl C. AU - Rizada, Lloyd Gabriel T. AU - Sy, Jinno Jenkin AU - Tiu, Christl Jan S. AU - Clarion, Charlie A. AU - Reyes, John Carlo B. T2 - medRxiv AB -Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
DA - 2020/07/18/ PY - 2020 DO - 10.1101/2020.07.16.20155747 DP - www.medrxiv.org SP - 2020.07.16.20155747 LA - en ST - Barriers to online learning in the time of COVID-19 UR - https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2 Y2 - 2020/08/12/15:37:26 KW - _COVID_DEAA-List KW - __C:filed:1 ER - TY - RPRT TI - Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Kotze, Janeli AU - Mohohlwane, Nompumelelo AU - Taylor, Stephen AU - Thulare, Tshegofatso DA - 2020/07/17/ PY - 2020 LA - en UR - https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0 Y2 - 2020/07/22/21:32:02 ER - TY - RPRT TI - TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf AU - World Bank DA - 2020/07/16/ PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2020/08/12/15:37:42 KW - _COVID_DEAA-List ER - TY - DATA TI - Improving the teaching of English as a first additional language in South Africa. AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Kotze, Janeli AU - Mohohlwane, Nompumelelo AU - Taylor, Stephen AU - Thulare, Tshegofatso AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/07/15/ PY - 2020 LA - en PB - American Economic Association Y2 - 2020/07/20/18:09:47 KW - C:South Africa KW - __C:filed:1 ER - TY - BLOG TI - Five lessons learnt from Bangladesh's experience responding to COVID-19 AU - Sarwar, Mohammad Afzal Hossain AU - Hossain, Iqbal AU - Kaye, Tom T2 - EdTech Hub AB - In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […] DA - 2020/07/15/ PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/ Y2 - 2020/09/23/11:48:00 KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Is there learning continuity during the COVID-19 pandemic? Six Lessons AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/12/ PY - 2020 UR - https://opendeved.net/2020/07/12/is-there-learning-continuity/ KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? AU - Mhlanga, David AU - Moloi, Tankiso T2 - Education Sciences AB - The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. DA - 2020/07/09/ PY - 2020 DO - 10.3390/educsci10070180 DP - www.mdpi.com VL - 10 IS - 7 SP - 180 LA - en SN - 22277102 ST - COVID-19 and the Digital Transformation of Education UR - https://www.mdpi.com/2227-7102/10/7/180 Y2 - 2020/08/12/17:06:50 KW - 4IR KW - COVID-19 KW - South Africa KW - __C:filed:1 KW - digital transformation KW - education ER - TY - JOUR TI - Emergency Transition to Virtual Education during COVID-19: Lessons and Opportunities for Experiential Learning and Practice Socialization AU - Mintz, Joel AU - Wahood, Waseem AU - Meghani, Salimah AU - Rajput, Vijay T2 - MedEdPublish AB - Published article by Vijay Rajput at MedEdPublish DA - 2020/07/09/ PY - 2020 DO - 10.15694/mep.2020.000144.1 DP - www.mededpublish.org VL - 9 ST - Emergency Transition to Virtual Education during COVID-19 UR - https://www.mededpublish.org/manuscripts/3215 Y2 - 2020/08/12/17:25:47 KW - __C:filed:1 ER - TY - JOUR TI - Uncertainty and Decision-Making During a Crisis: How to Make Policy Decisions in the COVID-19 Context? AU - Berger, Loic AU - Berger, Nicolas AU - Bosetti, Valentina AU - Gilboa, Itzhak AU - Hansen, Lars Peter AU - Jarvis, Christopher AU - Marinacci, Massimo AU - Smith, Richard T2 - SSRN Electronic Journal AB - Policymaking during a pandemic can be extremely challenging. As COVID-19 is a new disease and its global impacts are unprecedented, decisions need to be made in a highly uncertain, complex and rapidly changing environment. In such a context, in which human lives and the economy are at stake, we argue that using ideas and constructs from modern decision theory, even informally, will make policymaking more a responsible and transparent process. DA - 2020/07/08/ PY - 2020 DO - 10.2139/ssrn.3647188 DP - papers.ssrn.com J2 - SSRN Journal LA - en SN - 1556-5068 ST - Uncertainty and Decision-Making During a Crisis UR - https://papers.ssrn.com/abstract=3647188 Y2 - 2020/08/12/17:25:16 KW - __C:filed:1 KW - ambiguity KW - decision rules KW - model uncertainty KW - robustness ER - TY - RPRT TI - Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya AU - Crouch, Luis DA - 2020/07/08/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico Y2 - 2020/09/06/17:22:55 ER - TY - COMP TI - A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) AU - Haßler, Björn AU - Adam, Taskeen DA - 2020/07/08/T10:40:45Z PY - 2020 DP - GitHub LA - Android / Java PB - Open Development & Education UR - https://github.com/OpenDevEd/ShareOLC Y2 - 2020/07/11/17:25:31 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface for Zenodo (bjohas/zenodo-cli) AU - Haßler, Björn AU - Gangwar, Abhimanyu DA - 2020/07/08/T19:10:48Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/bjohas/zenodo-cli Y2 - 2020/07/11/17:27:20 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface linking Zotero and Zenodo (edtechhub/zotzen) AU - Haßler, Björn AU - Gangwar, Abhimanyu DA - 2020/07/08/T22:33:21Z PY - 2020 DP - GitHub LA - JavaScript PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/edtechhub/zotzen Y2 - 2020/07/11/17:23:02 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - A command line interface for Zotero (edtechhub/zotero-cli) AU - Haßler, Björn AU - Gangwar, Abhimanyu AU - Heyns, Emiliano DA - 2020/07/08/T23:40:05Z PY - 2020 DP - GitHub LA - JavaScript PB - EdTech Hub (Open Dvelopment & Education) UR - https://github.com/edtechhub/zotero-cli Y2 - 2020/07/11/17:21:59 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - VIDEO TI - How stop and search is failing black people AB - There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture DA - 2020/07/07/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=Y99GoIiAF1E Y2 - 2020/07/12/15:56:26 ER - TY - JOUR TI - From the Field: Education Research During a Pandemic AU - DeMatthews, David AU - Knight, David AU - Reyes, Pedro AU - Benedict, Amber AU - Callahan, Rebecca T2 - Educational Researcher AB - Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19. DA - 2020/07/07/ PY - 2020 DO - 10.3102/0013189X20938761 DP - SAGE Journals SP - 0013189X20938761 J2 - Educational Researcher LA - en SN - 0013-189X ST - From the Field UR - https://doi.org/10.3102/0013189X20938761 Y2 - 2020/08/12/17:02:35 KW - __C:filed:1 ER - TY - JOUR TI - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19: Lessons Learned from Russell County, Alabama AU - Kilcrease, Adam T2 - Teaching/Writing: The Journal of Writing Teacher Education DA - 2020/07/07/ PY - 2020 VL - 9 IS - 1 ST - Bringing Out the Best of Leaders, Teachers, and Students in the midst of COVID-19 UR - https://scholarworks.wmich.edu/wte/vol9/iss1/25 KW - ⛔ No DOI found ER - TY - BOOK TI - Debates in Mathematics Education A3 - Povey, Gwen Ineson, Hilary AB - This new and updated second edition of Debates in Mathematics Education explores the major issues that mathematics teachers encounter in their daily lives. By engaging with established and contemporary debates, this volume promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Divided into five accessible sections, this book investigates and offers fresh insight into topics of central importance in mathematics education, with this second edition including new discussions and chapters on: Classic and contemporary issues of pedagogy, politics, philosophy and sociology of mathematics education International comparisons of achievement Digital technologies for teaching Mastery in mathematics Pop culture and mathematics Whether mathematics can be harmful Designed to stimulate discussion and support you in your own research, writing and practice through suggested questions and activities throughout, Debates in Mathematics Education will be a valuable resource for any student or practising teacher, and those engaged in initial teacher education, continuing professional development or Master's level study. This book also has much to offer to those leading mathematics departments in schools and initial teacher education programmes, and to beginning doctoral students looking for a survey of the field of mathematics education research. CY - London DA - 2020/07/07/ PY - 2020 ET - 2 SP - 316 PB - Routledge SN - 978-0-429-02101-5 ER - TY - RPRT TI - Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? AU - Banerji, Rukmini DA - 2020/07/06/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Learning “Loss” and Learning “Gain” in Primary School Years UR - https://www.riseprogramme.org/publications/learning-loss-and-learning-gain-primary-school-years-what-do-we-know-india-can-help-us Y2 - 2020/09/06/17:22:55 ER - TY - COMP TI - An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator) AU - Haßler, Björn DA - 2020/07/04/T13:17:52Z PY - 2020 DP - GitHub LA - JavaScript PB - Open Development & Education UR - https://github.com/OpenDevEd/ChromeExtension-GoogleDocsCreator Y2 - 2020/07/11/17:25:35 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD) AU - Haßler, Björn DA - 2020/07/04/T13:17:36Z PY - 2020 DP - GitHub LA - JavaScript PB - Open Development & Education UR - https://github.com/OpenDevEd/ChromeExtension-WhatGD Y2 - 2020/07/11/17:25:37 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Quantifying segregation on a small scale: how and where locality determines student compositions and outcomes taking Hamburg, Germany, as an example AU - Leist, Sebastian A. AU - Perry, Laura B. T2 - School Effectiveness and School Improvement AB - Increased social and academic segregation are known side effects of school choice policies in market-driven environments that facilitate competition amongst schools. Aiming at complementing foundational knowledge in quantifying segregation, this study first defines school markets (i.e., geographical context) based on student transitions from primary school to secondary school in Hamburg, Germany. Second, genuine spatial measures of segregation are applied to generate differentiated in-situ insights. In general, social segregation appears evident between school markets, school types, and individual schools and, thus, shapes social compositions of secondary schools. The pattern of student transfers across the city confirms that parents are selecting particular schools for their children, resulting in different schools servicing different composition of students and so markets. Furthermore, the findings suggest that school markets in both very affluent and very deprived areas are spatially isolated and hence persistently reproduce wealth and affluence as well as poverty and disadvantage. DA - 2020/07/02/ PY - 2020 DO - 10.1080/09243453.2019.1688845 DP - Taylor and Francis+NEJM VL - 31 IS - 3 SP - 356 EP - 380 SN - 0924-3453 ST - Quantifying segregation on a small scale UR - https://doi.org/10.1080/09243453.2019.1688845 Y2 - 2021/03/07/17:19:48 KW - Market models KW - _C:Australia AUS KW - _C:France FRA KW - _C:Germany DEU KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - school choice KW - segregation KW - socioeconomic status KW - student transitions ER - TY - JOUR TI - COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy AU - Murphy, Michael P. A. T2 - Contemporary Security Policy AB - The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes. DA - 2020/07/02/ PY - 2020 DO - 10.1080/13523260.2020.1761749 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 492 EP - 505 SN - 1352-3260 ST - COVID-19 and emergency eLearning UR - https://doi.org/10.1080/13523260.2020.1761749 Y2 - 2020/08/12/17:00:57 KW - COVID-19 KW - Securitization KW - __C:filed:1 KW - desecuritization KW - emancipation KW - state of exception ER - TY - JOUR TI - Practical lessons for phone-based assessments of learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato T2 - BMJ Global Health AB - School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples. DA - 2020/07/01/ PY - 2020 DO - 10.1136/bmjgh-2020-003030 DP - gh.bmj.com VL - 5 IS - 7 SP - e003030 LA - en SN - 2059-7908 UR - https://gh.bmj.com/content/5/7/e003030 Y2 - 2020/08/12/16:57:13 KW - __C:filed:1 KW - health economics KW - health services research KW - public health ER - TY - RPRT TI - Work from Home after the COVID-19 Outbreak AU - Bick, Alexander AU - Blandin, Adam AU - Mertens, Karel AB - Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May. CY - Rochester, NY DA - 2020/07/01/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3650114 UR - https://papers.ssrn.com/abstract=3650114 Y2 - 2020/08/12/16:57:02 KW - Adam Blandin KW - Alexander Bick KW - Karel Mertens KW - SSRN KW - Work from Home after the COVID-19 Outbreak ER - TY - JOUR TI - Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana AU - Carter, Emma AU - Sabates, Ricardo AU - Rose, Pauline AU - Akyeampong, Kwame T2 - International Journal of Educational Development AB - This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy. DA - 2020/07/01/ PY - 2020 DO - 10.1016/j.ijedudev.2020.102195 DP - ScienceDirect VL - 76 SP - 102195 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059319306066 Y2 - 2023/01/07/20:46:51 KW - Alternative education KW - Ghana KW - Literacy KW - Mother tongue KW - Out of school ER - TY - JOUR TI - Radio: Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery. DA - 2020/07/01/ PY - 2020 DO - 10.5281/ZENODO.3948149 DP - DOI.org (Datacite) LA - en ST - Radio UR - https://zenodo.org/record/3948149 Y2 - 2021/03/26/19:20:28 ER - TY - JOUR TI - High fidelity simulation evaluation studies in nursing education: A review of the literature AU - Hanshaw, Shannon L. AU - Dickerson, Suzanne S. T2 - Nurse Education in Practice AB - Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice. DA - 2020/07/01/ PY - 2020 DO - 10.1016/j.nepr.2020.102818 DP - ScienceDirect VL - 46 SP - 102818 J2 - Nurse Education in Practice LA - en SN - 1471-5953 ST - High fidelity simulation evaluation studies in nursing education UR - https://www.sciencedirect.com/science/article/pii/S1471595319307954 Y2 - 2022/04/05/20:29:41 ER - TY - RPRT TI - Keyword inventory with country statistics AU - Haßler, Björn AU - Adam, Taskeen AU - Allier-Gagneur, Zoe AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - McIntyre, Nora T2 - EdTech Hub Research Instruments AB - Keyword inventory with country statistics (Updated July 2020) CY - Cambridge and London, UK DA - 2020/07/01/ PY - 2020 LA - en M3 - EdTech Hub research instruments PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/55A44ZRB KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:s KW - _zenodoODE KW - publishPDF ER - TY - JOUR TI - Initial Impacts of the COVID-19 Pandemic on the Canadian Labour Market AU - Lemieux, Thomas AU - Milligan, Kevin AU - Schirle, Tammy AU - Skuterud, Mikal T2 - Canadian Public Policy AB - In this study, we review the initial impacts of the coronavirus disease 2019 (COVID-19) pandemic on the Canadian labour market. We focus on changes in employment and aggregate hours worked between February 2020 and April 2020 while accounting for normal monthly changes in these indicators. We find that COVID-19 induced a 32 percent decline in aggregate weekly work hours among workers aged 20–64 years, alongside a 15 percent decline in employment. We characterize the distribution of work lost, finding that nearly half of job losses are attributed to workers in the bottom earnings quartile. Those most affected by COVID-19 are in public-facing jobs in industries most affected by shutdowns (accommodation and food services), younger workers, paid hourly, and non-union. The results provide context for policy development, with both supply and demand sides of the labour market to consider. DA - 2020/07/01/ PY - 2020 DO - 10.3138/cpp.2020-049 DP - utpjournals.press (Atypon) VL - 46 IS - s1 SP - S55 EP - S65 SN - 0317-0861 UR - https://www.utpjournals.press/doi/full/10.3138/cpp.2020-049 Y2 - 2020/08/12/17:25:00 KW - __C:filed:1 ER - TY - RPRT TI - Technology-supported personalised learning: Rapid Evidence Review AU - Major, Louis AU - Francis, Gill A. AB - This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org. DA - 2020/07/01/ PY - 2020 DP - Zenodo PB - Zenodo ST - Technology-supported personalised learning UR - https://zenodo.org/record/3948175 Y2 - 2020/07/25/13:06:03 KW - _genre:LR-literature_review ER - TY - JOUR TI - Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits AU - Nagaballi, Srinivas AU - Kale, Vijay S. T2 - Applied Soft Computing AB - This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits. DA - 2020/07/01/ PY - 2020 DO - 10.1016/j.asoc.2020.106234 DP - ScienceDirect VL - 92 SP - 106234 J2 - Applied Soft Computing LA - en SN - 1568-4946 UR - https://www.sciencedirect.com/science/article/pii/S1568494620301745 Y2 - 2021/03/07/17:55:41 KW - Distributed generation KW - Game theory KW - Improved raven roosting optimization KW - Pareto optimality KW - Radial distribution system KW - Swarm intelligence algorithms KW - Technical and economical issues ER - TY - RPRT TI - Rolling out a national virtual learning environment AU - Adam, Taskeen AU - McBurnie, Chris AU - Haßler, Björn CY - Cambridge, UK DA - 2020/07// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request SN - 22 UR - https://docs.opendeved.net/lib/MG4TM5B3 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - H:Online learning KW - LP: English KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Rolling Out a National Virtual Learning Environment AU - Adam, Taskeen AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07// PY - 2020 LA - EN PB - EdTech Hub KW - Final_citation KW - existing ER - TY - CONF TI - Identifying publication bias in meta-analyses of continuous outcomes AU - Freeman, Suzanne AU - Sutton, Alex T2 - Cochrane Training DA - 2020/07// PY - 2020 LA - en UR - https://training.cochrane.org/resource/identifying-publication-bias-meta-analyses-continuous-outcomes Y2 - 2023/11/02/21:26:31 ER - TY - CONF TI - Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas AU - Freitas, Elyda AU - Fonseca, Fernando AU - Garcia, Vinicius AU - Ferreira, Rafael AU - Gašević, Dragan T2 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) AB - Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology. C3 - 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) DA - 2020/07// PY - 2020 DO - 10.1109/ICALT49669.2020.00059 DP - IEEE Xplore SP - 122 EP - 126 UR - https://ieeexplore.ieee.org/abstract/document/9155796 Y2 - 2024/03/19/21:31:40 KW - Analytical models KW - Data analysis KW - Data models KW - Education KW - Final_citation KW - Organizations KW - Standards organizations KW - Task analysis KW - adoption KW - learning analytics KW - maturity model KW - policy development ER - TY - RPRT TI - Expert Consultation: Radio-based Education in the Philippines AU - McBurnie, Chris T2 - EdTech Hub Helpdesk Response DA - 2020/07// PY - 2020 PB - EdTech Hub SN - 26 UR - https://docs.edtechhub.org/lib/YRC7UKWE KW - Author:OpenDevEd KW - C:Philippines KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _EdTechHub_Output KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank AU - National Statistics Office of Mongolia DA - 2020/07// PY - 2020 M3 - Working Paper PB - World Bank Group SN - 150989 UR - http://documents1.worldbank.org/curated/en/656061595316484647/pdf/Results-of-Mongolia-COVID-19-Household-Response-Phone-Survey-Round-1.pdf Y2 - 2020/08/19/14:57:15 ER - TY - COMP TI - Web-interface for Zotero Libraries (OpenDevEd/Zotero-kerko-docs) AB - Contribute to OpenDevEd/Zotero-kerko-docs development by creating an account on GitHub. DA - 2020/06/30/T06:24:40Z PY - 2020 DP - GitHub LA - Python PB - Open Development & Education UR - https://github.com/OpenDevEd/Zotero-kerko-docs Y2 - 2020/07/11/18:22:34 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - COVID-19's spring 2020 school closures: The effect on teacher candidates AU - DeFeo, Dayna AU - Tran, Trang AB - In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching. DA - 2020/06/30/ PY - 2020 DP - scholarworks.alaska.edu LA - en_US M3 - Report PB - Institute of Social and Economic Research ST - COVID-19's spring 2020 school closures UR - https://scholarworks.alaska.edu/handle/11122/11173 Y2 - 2020/08/12/17:11:54 ER - TY - JOUR TI - Scaling up behavioral science interventions in online education AU - Kizilcec, René F. AU - Reich, Justin AU - Yeomans, Michael AU - Dann, Christoph AU - Brunskill, Emma AU - Lopez, Glenn AU - Turkay, Selen AU - Williams, Joseph Jay AU - Tingley, Dustin T2 - Proceedings of the National Academy of Sciences AB - Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom. DA - 2020/06/30/ PY - 2020 DO - 10.1073/pnas.1921417117 DP - DOI.org (Crossref) VL - 117 IS - 26 SP - 14900 EP - 14905 J2 - Proc. Natl. Acad. Sci. U.S.A. LA - en SN - 0027-8424, 1091-6490 UR - https://pnas.org/doi/full/10.1073/pnas.1921417117 Y2 - 2023/01/15/23:56:30 ER - TY - RPRT TI - Effective teacher education in low-connectivity settings: a curated resource list AU - Koomar, Saalim AU - Allier-Gagneur, Zoé AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/06/30/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 21 KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - The impact of the digital revolution on human brain and behavior: where do we stand? AU - Korte, Martin T2 - Dialogues in Clinical Neuroscience DA - 2020/06/30/ PY - 2020 DO - 10.31887/DCNS.2020.22.2/mkorte DP - DOI.org (Crossref) VL - 22 IS - 2 SP - 101 EP - 111 J2 - Dialogues in Clinical Neuroscience LA - en SN - 1958-5969 ST - The impact of the digital revolution on human brain and behavior UR - https://www.tandfonline.com/doi/full/10.31887/DCNS.2020.22.2/mkorte Y2 - 2023/01/10/04:20:14 KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - Secondary Education in Africa AU - Mastercard Foundation CY - Toronto, Ontario Canada DA - 2020/06/30/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Mastercard Foundation UR - http://www.issuelab.org/permalink/download/35972 Y2 - 2022/12/25/00:38:47 ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - NEWS TI - How the Education System Exacerbates Inequality AU - The Chronicle T2 - The Chronicle of Higher Education AB - A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise. DA - 2020/06/30/ PY - 2020 LA - en SE - News UR - https://www.chronicle.com/article/how-the-education-system-exacerbates-inequality Y2 - 2024/02/29/12:29:40 KW - Final_citation KW - anystyle KW - existing ER - TY - COMP TI - A Zotero plugin for the EdTech Hub (edtechhub/zotero-edtechhub) AU - Haßler, Björn AU - Heyns, Emiliano DA - 2020/06/29/T18:30:47Z PY - 2020 DP - GitHub LA - TypeScript PB - EdTech Hub UR - https://github.com/edtechhub/zotero-edtechhub Y2 - 2020/07/11/17:24:30 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - COMP TI - Web-interface for Zotero Libraries (edtechhub/eth-evidence-library-kerko) AU - Lesieur, David DA - 2020/06/29/T20:11:17Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub UR - https://github.com/edtechhub/eth-evidence-library-kerko Y2 - 2020/07/11/17:23:35 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The Impact of COVID-19 on Education in Ghana AU - Upoalkpajor, Joshua-Luther Ndoye AU - Upoalkpajor, Cornelius Bawa T2 - Asian Journal of Education and Social Studies DA - 2020/06/27/ PY - 2020 DO - 10.9734/ajess/2020/v9i130238 DP - www.journalajess.com SP - 23 EP - 33 LA - en-US SN - 2581-6268 UR - https://www.journalajess.com/index.php/AJESS/article/view/30238 Y2 - 2021/10/05/11:40:55 KW - COVID-19 KW - Epidemic KW - impact KW - lockdown KW - virus ER - TY - RPRT TI - Learning for all? Second-level education in Ireland during COVID-19 AU - ESRI AU - Mohan, Gretta AU - McCoy, Selina AU - ESRI AU - Carroll, Eamonn AU - ESRI AU - Mihut, Georgiana AU - ESRI AU - Lyons, Seán AU - ESRI AU - Mac Domhnaill, Ciarán AU - ESRI DA - 2020/06/26/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - ESRI ST - Learning for all? UR - https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19 Y2 - 2020/08/12/17:02:10 ER - TY - BLOG TI - New Hub Aims to Help Schools Find the Right Ed-Tech Products During COVID-19 AU - Bradley, Brian T2 - Market Brief AB - The World Bank-supported project offers a growing database of ed-tech platforms meant to help schools use technology more effectively. DA - 2020/06/24/T16:49:00-04:00 PY - 2020 LA - en-US UR - https://marketbrief.edweek.org/marketplace-k-12/new-database-features-ed-tech-products-help-schools-improve-learning-covid-19/ Y2 - 2020/07/06/21:03:49 KW - __C:filed:1 ER - TY - CONF TI - The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach AU - Mulyono AU - Ramadan, Yoshida Agung AU - Masrukan T2 - International Conference on Science and Education and Technology (ISET 2019) AB - The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still. DA - 2020/06/23/ PY - 2020 DO - 10.2991/assehr.k.200620.071 DP - www.atlantis-press.com SP - 367 EP - 372 LA - en PB - Atlantis Press SN - 978-94-6252-979-3 UR - https://www.atlantis-press.com/proceedings/iset-19/125941361 Y2 - 2020/07/03/07:38:48 KW - LMIC KW - _AcademicRecoveryOECS KW - content KW - pedadgogy ER - TY - ELEC TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 T2 - Innovations for Poverty Action AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program. DA - 2020/06/22/T14:01:40-04:00 PY - 2020 LA - en ST - Realities of Remote Learning UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19 Y2 - 2020/08/21/14:08:06 ER - TY - RPRT TI - How to Support Students When Schools Reopen? AU - Cilliers, Jacobus DA - 2020/06/22/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/how-support-students-when-schools-reopen Y2 - 2020/09/06/17:22:55 ER - TY - JOUR TI - Compassionate transitions: Reconnecting school communities post-Covid-19 closures AU - Crawford, Alison AU - Currie, Laura-Ann AU - Hannah, Beth AU - Ward, Jacqui AU - Wooton, Imogen DA - 2020/06/22/ PY - 2020 DP - discovery.dundee.ac.uk LA - English ST - Compassionate transitions UR - https://discovery.dundee.ac.uk/en/publications/compassionate-transitions-reconnecting-school-communities-post-co Y2 - 2020/08/12/16:56:26 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Rules for a Flat World AU - Hadfield, Gillian K. AB - Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity. CY - Oxford, New York DA - 2020/06/22/ PY - 2020 DP - Oxford University Press SP - 424 PB - Oxford University Press SN - 978-0-19-093182-7 ER - TY - BLOG TI - Realities of Remote Learning: Lessons from Initial Findings of an 8,000-Household Survey in Peru During COVID-19 AU - Hernandez-Agramonte, Juan Manuel AU - Méndez, Carolina AU - Näslund-Hadley, Emma AU - Velarde, Luciana T2 - Innovations for Poverty Action AB - Most schools throughout Latin America have closed due to the COVID-19 pandemic. With the school closures, nearly 8 million Peruvian students, from preschool to high school, are stuck at home. Within a few weeks, the Ministry of Education (Minedu) developed the Aprendo en Casa (AeC) (meaning “Learn at Home”) strategy. Although the strategy has been designed with diverse users in mind, many have asked: How many students are actually using the AeC distance education program? What can we improve? In this context, Minedu's Office of Strategic Monitoring and Evaluation (OSEE), with the support of Innovations for Poverty Action (IPA) and the Inter-American Development Bank (IDB), designed a survey to learn about the experiences of school administrators, teachers, and parents with the program. DA - 2020/06/22/T14:01:40-04:00 PY - 2020 LA - en ST - Realities of Remote Learning UR - https://www.poverty-action.org/blog/realities-remote-learning-lessons-initial-findings-8000-household-survey-peru-during-covid-19 Y2 - 2020/08/23/20:32:21 ER - TY - ELEC TI - Unemployment, total (% of total labor force) (modeled ILO estimate) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/06/21/ PY - 2020 UR - https://data.worldbank.org/indicator/SL.UEM.TOTL.ZS?locations=ZG Y2 - 2020/08/01/14:40:08 ER - TY - JOUR TI - An analysis of the impact of the Accelerated Learning Project with year 11 students in Bristol schools, Bristol City Council AU - Davies, John Dwyfor AU - Last, Kathryn AU - Smart, Dean AB - 1.1 Context In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades compared to the national average of 57%, with other further indicators of under performance. This resulted in considerable disquiet locally and much negative media interest. Bristol is England‟s eighth largest city and is the biggest population centre in the South West government region. Areas of the City are very multicultural, with about 10% of young Bristolians having English as an additional language. The regional importance, and service industry/financial base, of the city attracts a higher than average number of graduates to employment in greater Bristol, but conversely 28% of adults locally have limited or no qualifications. Some districts enjoy considerable wealth and 24% of the regions employment is centred here, with the local unemployment figure below the national average at 3.1% of the working age population. There are also pockets of extreme socio-economic deprivation, with some wards within the bottom percentage point of the most socio-economically deprived districts in England. 75% of Bristol 11-16 year olds are educated in the LA secondary schools, with the remainder educated in the schools of neighbouring LAs or in the large local independent sector. DA - 2020/06/19/ PY - 2020 DP - uwe-repository.worktribe.com LA - en UR - https://uwe-repository.worktribe.com/output/1035679 Y2 - 2020/06/19/06:49:35 KW - Marginalised KW - _AcademicRecoveryOECS KW - ⛔ No DOI found ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn CY - Cambridge, UK DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:India IND KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Uganda UGA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BOOK TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates AU - Azevedo, João Pedro AU - Hasan, Amer AU - Goldemberg, Diana AU - Iqbal, Syedah Aroob AU - Geven, Koen T2 - Policy Research Working Papers DA - 2020/06/18/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284 Y2 - 2020/08/12/15:37:19 KW - CORONAVIRUS KW - COVID-19 KW - DROPOUT RATE KW - LEARNING LOSS KW - LEARNING OUTCOMES KW - PANDEMIC IMPACT KW - SCHOOL CLOSURE KW - _COVID_DEAA-List KW - ___duplicate_item ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/06/17/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/8IJT433J KW - Author:OpenDevEd KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. DA - 2020/06/17/ PY - 2020 DP - Zenodo LA - eng M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/4PAZ4ZQH KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - ELEC TI - Prime Minister's statement to the House of Commons T2 - GOV.UK AB - Prime Minister Boris Johnson made a statement on Global Britain. DA - 2020/06/16/ PY - 2020 LA - en ST - Prime Minister's statement to the House of Commons UR - https://www.gov.uk/government/speeches/prime-ministers-statement-to-the-house-of-commons-16-june-2020 Y2 - 2020/06/17/13:31:50 ER - TY - NEWS TI - UK aid department to be merged with Foreign Office T2 - BBC News DA - 2020/06/16/ PY - 2020 DP - www.bbc.com LA - en-GB SE - UK Politics UR - https://www.bbc.com/news/uk-politics-53062858 Y2 - 2020/06/17/13:49:48 ER - TY - BLOG TI - Reflecting on epistemic injustices in open and online education AU - Adam, Taskeen T2 - Open Development & Education AB - In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […] DA - 2020/06/16/T15:46:19+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/06/16/reflecting-on-epistemic-injustices-in-open-and-online-education/ Y2 - 2020/06/23/20:00:04 KW - Author:OpenDevEd ER - TY - NEWS TI - 'Political vandalism': DfID and Foreign Office merger met with anger by UK charities AU - Ford, Liz T2 - The Guardian AB - Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas DA - 2020/06/16/T16:23:52.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Global development SN - 0261-3077 ST - 'Political vandalism' UR - https://www.theguardian.com/global-development/2020/jun/16/political-vandalism-dfid-and-foreign-office-merger-met-with-anger-by-uk-charities Y2 - 2020/06/17/14:47:29 KW - Aid KW - Boris Johnson KW - Department for International Development (DfID) KW - Global development KW - Politics KW - Society KW - UK news KW - World news ER - TY - NEWS TI - Three ex-PMs attack plan to merge DfID with Foreign Office AU - Stewart, Heather AU - Wintour, Patrick T2 - The Guardian AB - Aid organisations accuse Johnson of tying aid to security and diplomatic aims DA - 2020/06/16/T18:35:47.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Politics SN - 0261-3077 UR - https://www.theguardian.com/politics/2020/jun/16/foreign-office-and-department-for-international-development-to-merge Y2 - 2020/06/17/13:41:02 KW - Aid KW - Boris Johnson KW - Dominic Raab KW - Foreign policy KW - Global development KW - Politics KW - UK news ER - TY - NEWS TI - Breaking: DFID merged with FCO AU - Worley, William T2 - Devex AB - Opponents say the announcement marks the culmination of a slow-drain on DFID's influence, and worry about what it means for the future direction of U.K. aid. DA - 2020/06/16/T13:02:18+00:00 PY - 2020 DP - www.devex.com ST - Breaking UR - https://www.devex.com/news/sponsored/breaking-dfid-merged-with-fco-97489 Y2 - 2020/06/17/13:22:06 ER - TY - BLOG TI - Open Development & Education Statement on Black Lives Matter AU - administrator T2 - Open Development & Education AB - Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […] DA - 2020/06/15/T15:48:22+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/06/15/open-development-education-statement-on-black-lives-matter/ Y2 - 2020/06/23/20:00:13 ER - TY - CHAP TI - Resisting Dehumanizing Assessments: Enacting Critical Humanizing Pedagogies in Online Teacher Education AU - Shelton, Catharyn AU - Aguilera, Earl AU - Gleason, Benjamin AU - Mehta, Rohit AB - With the shift to online learning in the wake of COVID-19, teacher educators (TEs) risk becoming swept up in a “cult of efficiency” that can dehumanize the learning process for teachers and students. In this chapter, we share how we, four TEs, use new technologies to implement critical humanizing pedagogies. This involves pushing beyond purely cognitive approaches, while reflexively addressing issues of power, access, and representation with emphasis on valuing voices historically subjected to colonizing educational practices. Specifically, we discuss our approach to online assessments, focusing on meaning-making, connecting to social realities, and engaging multimodality. We close the chapter by offering a set of guiding questions and technology tools that may help TEs (re)designing their own online assessments with students’ humanity in mind. DA - 2020/06/15/ PY - 2020 DP - ResearchGate SP - 125 EP - 128 SN - 978-1-939797-49-0 ST - Resisting Dehumanizing Assessments ER - TY - ENCYC TI - 13th AU - Wikipedia T2 - Wikipedia AB - 13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards. DA - 2020/06/15/T20:34:48Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=13th_(film)&oldid=962747725 Y2 - 2020/06/15/20:36:09 ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin T2 - EdTech Hub Helpdesk Response CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 PB - EdTech Hub SN - 14 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:El Salvador SLV KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lebanon LBN KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - JOUR TI - Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction AU - Wu, Man AU - Gao, Qin T2 - International Journal of Human–Computer Interaction AB - The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction. DA - 2020/06/14/ PY - 2020 DO - 10.1080/10447318.2019.1706288 DP - Taylor and Francis+NEJM VL - 36 IS - 10 SP - 964 EP - 977 SN - 1044-7318 ST - Using Live Video Streaming in Online Tutoring UR - https://doi.org/10.1080/10447318.2019.1706288 Y2 - 2022/12/27/01:44:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - Author:OpenDevEd KW - COVID-19 KW - Coronavirus Pandemic KW - _C:Algeria DZA KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - distance education KW - docs.opendeved.net KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER - TY - SLIDE TI - UNESCO/CARICOM Webinar Series n° 1: Supporting teachers and education personnel to ensure continuity of learning: Supporting the preparation of teachers for distance education and reopening of schools T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic A2 - James, Freddy CY - St. Augustine, Trinidad and Tobago DA - 2020/06/05/ PY - 2020 LA - English UR - https://en.unesco.org/sites/default/files/freddy-james-university-west-indies.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - SLIDE TI - Policy Implications for Teaching during the Health Emergency T2 - SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic A2 - Rudder, Roderick CY - Bridgetown DA - 2020/06/05/ PY - 2020 UR - https://en.unesco.org/sites/default/files/roderick-ruder-ministry-education-barbados.pdf Y2 - 2020/11/24/00:00:00 KW - _Added to LR KW - _T:reviewed ER - TY - RPRT TI - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss AU - Kaffenberger, Michelle DA - 2020/06/04/ PY - 2020 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock UR - https://www.riseprogramme.org/publications/modeling-long-run-learning-impact-covid-19-learning-shock-actions-more-mitigate-loss Y2 - 2020/09/06/17:22:55 ER - TY - JOUR TI - COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration AU - Watermeyer, Richard AU - Crick, Tom AU - Knight, Cathryn AU - Goodall, Janet T2 - Higher Education AB - COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call ‘afflictions’ exacted upon their role as educators and in far fewer yet no less visible ways ‘affordances’ derived from their rapid transition to online provision and early ‘entry-level’ use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies. DA - 2020/06/04/ PY - 2020 DO - 10.1007/s10734-020-00561-y DP - DOI.org (Crossref) J2 - High Educ LA - en SN - 0018-1560, 1573-174X ST - COVID-19 and digital disruption in UK universities UR - http://link.springer.com/10.1007/s10734-020-00561-y Y2 - 2020/08/12/17:24:51 KW - __C:filed:1 ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen CY - London, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 20 UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - H: Open resources KW - LP: English KW - __C:filed:1 ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub ST - Using EdTech in Settings of Fragility, Conflict and Violence KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Burkina Faso BFA KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Sierra Leone SLE KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Yemen YEM KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Considerations for School Reopening in Ontario: Building a more resilient education system for recovery AU - Srivastava, Prachi T2 - Education Publications DA - 2020/06/01/ PY - 2020 ST - Considerations for School Reopening in Ontario UR - https://ir.lib.uwo.ca/edupub/173 KW - ⛔ No DOI found ER - TY - RPRT TI - Implementation Research Overview.pdf DA - 2020/06// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/Implementation%20Research%20Overview.pdf Y2 - 2022/12/29/23:50:48 ER - TY - JOUR TI - Report of the Secretary-General Roadmap for Digital Cooperation DA - 2020/06// PY - 2020 DP - Zotero SP - 39 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Refugee Education ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 3 ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/UUNEJ7FS KW - L:Refugees and migrants KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Refugee Education KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey AU - Aucejo, Esteban M AU - French, Jacob F AU - Araya, Maria Paola Ugalde AU - Zafar, Basit AB - In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed approximately 1,500 students at one of the largest public institutions in the United States using an instrument designed to recover the causal impact of the pandemic on students' current and expected outcomes. Results show large negative effects across many dimensions. Due to COVID-19: 13% of students have delayed graduation, 40% lost a job, internship, or a job offer, and 29% expect to earn less at age 35. Moreover, these effects have been highly heterogeneous. One quarter of students increased their study time by more than 4 hours per week due to COVID-19, while another quarter decreased their study time by more than 5 hours per week. This heterogeneity often followed existing socioeconomic divides; lower-income students are 55% more likely to have delayed graduation due to COVID-19 than their higher-income peers. Finally, we show that the economic and health related shocks induced by COVID-19 vary systematically by socioeconomic factors and constitute key mediators in explaining the large (and heterogeneous) effects of the pandemic. DA - 2020/06// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 27392 ST - The Impact of COVID-19 on Student Experiences and Expectations UR - http://www.nber.org/papers/w27392 Y2 - 2020/08/12/17:14:00 ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bolivia BOL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Short-run Effects of COVID-19 on U.S. Worker Transitions AU - Cowan, Benjamin W AB - I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours. DA - 2020/06// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 27315 UR - http://www.nber.org/papers/w27315 Y2 - 2020/08/12/17:02:49 ER - TY - RPRT TI - Radio: A Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Radio KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 15 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bhutan BTN KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - MGZN TI - digital education after COVID-19 AU - Selwyn, Neil AU - MacGilchrist, Felicitas AU - Williamson, Ben T2 - TECHLASH DA - 2020/06// PY - 2020 IS - 1 UR - http://der.monash.edu.au/lnm/wp-content/uploads/2020/06/TECHLASH-01-COVID-education.pdf Y2 - 2020/06/24/13:57:38 ER - TY - RPRT TI - Educational Television: A Rapid Evidence Review AU - Watson, Joe AU - McIntyre, Nora DA - 2020/06// PY - 2020 LA - en PB - EdTech Hub ST - Educational Television KW - Final_citation KW - cited KW - existing ER - TY - BOOK TI - The researchED Guide to The Curriculum: An evidence-informed guide for teachers AU - Sealy, Edited by Clare A3 - Bennett, Tom AB - researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid. DA - 2020/05/29/ PY - 2020 DP - Amazon SP - 122 LA - English PB - John Catt SN - 978-1-912906-38-3 ST - The researchED Guide to The Curriculum ER - TY - JOUR TI - Online initial teacher education: a systematic review of the literature AU - Dyment, Janet E. AU - Downing, Jillian Jane T2 - Asia-Pacific Journal of Teacher Education AB - This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders. DA - 2020/05/26/ PY - 2020 DO - 10.1080/1359866X.2019.1631254 DP - Taylor and Francis+NEJM VL - 48 IS - 3 SP - 316 EP - 333 SN - 1359-866X ST - Online initial teacher education UR - https://doi.org/10.1080/1359866X.2019.1631254 Y2 - 2022/04/05/20:39:12 KW - Online KW - blended KW - initial teacher education KW - pre-service KW - systematic review KW - teacher education ER - TY - RPRT TI - A five-part education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05/26/ PY - 2020 M3 - EdTech Hub Helpdesk Response SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _Not used in LR KW - _T:reviewed KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - JOUR TI - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI AU - Li, Jessica AU - Ghosh, Rajashi AU - Nachmias, Stefanos T2 - Human Resource Development International DA - 2020/05/26/ PY - 2020 DO - 10.1080/13678868.2020.1752493 DP - Taylor and Francis+NEJM VL - 23 IS - 3 SP - 199 EP - 207 SN - 1367-8868 ST - In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning UR - https://doi.org/10.1080/13678868.2020.1752493 Y2 - 2020/08/12/16:56:41 KW - __C:filed:1 ER - TY - JOUR TI - School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach AU - Yoon, Ee-Seul AU - Marmureanu, Cosmin AU - Brown, Robert S. T2 - Peabody Journal of Education AB - Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice. DA - 2020/05/26/ PY - 2020 DO - 10.1080/0161956X.2020.1776071 DP - Taylor and Francis+NEJM VL - 95 IS - 3 SP - 229 EP - 247 SN - 0161-956X ST - School Choice and the Polarization of Public Schools in A Global City UR - https://doi.org/10.1080/0161956X.2020.1776071 Y2 - 2022/04/18/18:16:03 ER - TY - COMP TI - A command line interface for Gmail (bjohas/sendgmail) AU - Haßler, Björn AU - Gangwar, Abhimanyu AB - Send gmail form the commandline. DA - 2020/05/25/T12:35:16Z PY - 2020 DP - GitHub LA - Python UR - https://github.com/bjohas/sendgmail Y2 - 2020/07/11/17:27:42 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - Why the COVID Crisis Is Not EdTech’s Moment in Africa AU - CrawFurd, Lee T2 - Open Development & Education AB - This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […] DA - 2020/05/20/T11:35:48+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/ Y2 - 2020/06/23/20:00:17 ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses: Introduction AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses UR - https://digitalcommons.lmu.edu/ce_covid/3 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1: Developed Countries with Focus on the United States AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part 1 UR - https://digitalcommons.lmu.edu/ce_covid/2 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II: Developing Countries with Focus on Sub-Saharan Africa AU - Wodon, Quentin T2 - COVID-19 and Catholic Schools DA - 2020/05/15/ PY - 2020 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses | Part II UR - https://digitalcommons.lmu.edu/ce_covid/1 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd AU - Cummiskey, Chris DA - 2020/05/13/ PY - 2020 UR - https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate Y2 - 2020/08/12/15:37:57 KW - _COVID_DEAA-List ER - TY - RPRT TI - Failing to Plan? Estimating the Impact of Achieving Schooling Goals on Cohort Learning AU - Kaffenberger, Michelle AU - Pritchett, Lant AB - The Sustainable Development Goals have targets for both expansion of schooling to achieve universal completion of primary and secondary schooling, and for learning, to reach universal basic proficiency in reading and mathematics. Yet today not a single developing country has an empirical estimate of how much reaching their schooling goal would contribute to reaching their learning goals. We build a simple, formal, parameterized model of the learning process and calibrate the parameters to replicate observed learning outcomes in developing countries. We then use this model to simulate the progress on global learning goals that would result from achieving universal completion of grade 10. Our simulations suggest that in a “typical” low income country increasing completion of grade 10 from its current level of roughly 30 percent to 100 percent increases cohort learning by only 9 points on a PISA-like scale (mean of 500, standard deviation 100), an effect size of less than one tenth of one standard deviation. More strikingly, in our simulations this massive expansion of enrollment has zero impact on the proportion of youth reaching the SDG targets for learning. The reason for this perhaps counter-intuitive finding is that our simulation model allows for children who fall behind the curriculum to stop learning while in school and assumes that those learning the least dropout first. Therefore, expanding enrollment simply shifts most children from not learning while out of school to not learning while in school. In contrast to the weak impact of expanding enrollment at existing levels of learning, even modest changes to the learning process such as reorienting the curriculum to children’s learning levels can have massive effects. With an improved learning process, achieving universal grade 10 completion has ten times the impact on average scores than under the existing learning process. DA - 2020/05/12/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Failing to Plan? UR - https://www.riseprogramme.org/publications/working-paper-20038-failing-plan-estimating-impact-achieving-schooling-goals-cohort Y2 - 2020/09/15/20:13:15 KW - _final_bib ER - TY - JOUR TI - School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] AU - Kneale, D. AU - O'Mara-Eves, A. AU - Rees, R. AU - Thomas, J. T2 - F1000Research AB - Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies. DA - 2020/05/12/ PY - 2020 DO - 10.12688/f1000research.23631.1 DP - discovery.ucl.ac.uk VL - 9 SP - 352 EP - 352 LA - eng ST - School closure in response to epidemic outbreaks UR - https://doi.org/10.12688/f1000research.23631.1 Y2 - 2020/08/12/17:25:12 KW - __C:filed:1 ER - TY - JOUR TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] AU - Adam, Taskeen T2 - Journal of Interactive Media in Education AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.557 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 7 LA - en SN - 1365-893X ST - Between Social Justice and Decolonisation UR - http://jime.open.ac.uk/articles/10.5334/jime.557/ Y2 - 2020/05/31/15:42:38 KW - Author:OpenDevEd KW - MOOC designers KW - _C:Albania ALB KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - cultural-epistemic injustice KW - decolonisation KW - docs.opendeved.net KW - geopolitical injustice KW - material injustice KW - social justice ER - TY - JOUR TI - Framing Open Educational Practices from a Social Justice Perspective AU - Bali, Maha AU - Cronin, Catherine AU - Jhangiani, Rajiv S. T2 - Journal of Interactive Media in Education AB - OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.565 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 10 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.565/ AN - N/A Y2 - 2020/07/11/18:36:45 KW - Open educational practices KW - __C:filed:1 KW - open education KW - open pedagogy KW - social justice ER - TY - JOUR TI - Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom AU - Brown, Monica AU - Croft, Benjamin T2 - Journal of Interactive Media in Education AB - Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.561 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 8 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.561/ Y2 - 2020/07/11/18:36:39 KW - __C:filed:1 KW - annotation KW - critical social annotation KW - inclusive KW - open pedagogical practices KW - open pedagogy ER - TY - JOUR TI - Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project AU - Charitonos, Koula AU - Rodriguez, Carolina Albuerne AU - Witthaus, Gabi AU - Bossu, Carina T2 - Journal of Interactive Media in Education AB - Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system in the UK. This paper is concerned with the design and implementation of the FIAP as a free digitally enabled programme that provides learning opportunities for organisations and frontline workers in the refugee sector and supports them in developing new forms of legal practice. It provides empirical data from interviews with members of staff from six participating organisations in the FIAP, and from Refugee Action and the Office of the UK’s Immigration Services Commissioner1 (n = 21). The paper adopts a view on social justice, which according to Fraser (2005) is understood as ‘parity of participation’. We draw on Fraser’s work, as well as work of other scholars such as Lambert (2018) and Hodgkinson-Williams and Trotter (2018) to explore the relationship between social justice and open education by taking into consideration the context within which organisations and professionals operate. The analysis highlights six dimensions for social justice approaches for professional learning as demonstrated through the case of the FIAP: i. deliberate iterative design; ii. access to provision; iii. flexibility of provision; iv. development of resources; v. support and vi. advancing knowledge and skills whilst adapting the workplace. All these dimensions are discussed in the paper in relation to the concept of openness and are critical in developing open socially just programmes that aim to change work practice and address the needs of the most vulnerable. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.563 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 11 LA - en SN - 1365-893X ST - Advancing Social Justice for Asylum Seekers and Refugees in the UK UR - http://jime.open.ac.uk/articles/10.5334/jime.563/ Y2 - 2020/07/11/18:36:47 KW - Refugee Action KW - access to justice KW - open education KW - professional learning KW - refugee sector KW - social justice KW - technology-enhanced learning ER - TY - JOUR TI - Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town AU - Cox, Glenda AU - Masuku, Bianca AU - Willmers, Michelle T2 - Journal of Interactive Media in Education AB - There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African HE and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). This enables the authors to critically analyse the UCT context and the extent to which open textbook production as well as open education practices within the classroom promote social justice through “parity of participation”. The findings presented demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African HE institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.556 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 2 LA - en SN - 1365-893X ST - Open Textbooks and Social Justice UR - http://jime.open.ac.uk/articles/10.5334/jime.556/ AN - University lecturers Y2 - 2020/07/11/18:36:12 KW - open textbooks KW - pedagogy KW - social justice ER - TY - JOUR TI - Indigenous Authorship on Open and Digital Platforms: Social Justice Processes and Potential AU - Funk, Johanna AU - Guthadjaka, Kathy T2 - Journal of Interactive Media in Education AB - Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous knowledge authorities who tie the sharing of some types of knowledge to the identity and authority level of the intended audience. Knowledge in this context is not understood as discrete units of information that can be abstracted from their communities, easily shared on public platforms, but rather as sensitive materials that can only be shared by recognized knowledge authorities for specific purposes. The processes by which Indigenous knowledge authorities engage with knowledge sharing on digital platforms comprise a complex landscape in which social justice concerns come into play. This paper discusses how, within institutional design contexts, open educational practice (OEP) by Northern Australian Indigenous authors can enable different forms of social justice and work incrementally towards achieving greater recognition of Indigenous intellectual sovereign acts with due respect to the wider significance of Indigenous Sovereignty (Rigney 2001). It examines three sets of Indigenous open resources to gauge the extent to which open digital platforms allow for the expression of Indigenous knowledge authority, one necessary feature for achieving social justice in the Australian context. It examines the resources using Fraser’s social justice framework (2005) as modelled by Hodgkinson-Williams and Trotters’ (2018) and Lambert’s (2018) approach to educational resources, and how design decisions can result in greater justice in knowledge affirmation and transformation but originate in offline decision making. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.560 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 6 LA - en SN - 1365-893X ST - Indigenous Authorship on Open and Digital Platforms UR - http://jime.open.ac.uk/articles/10.5334/jime.560/ Y2 - 2020/07/11/18:36:32 KW - Indigenous knowledge and language KW - Open Education Practice KW - authority KW - authorship KW - digital inclusion and diversity KW - social justice ER - TY - BLOG TI - Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Adam, Taskeen AU - Allier-Gagneur, Zoe T2 - Open Development & Education DA - 2020/05/11/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:x ER - TY - JOUR TI - Textbook Broke: Textbook Affordability as a Social Justice Issue AU - Jenkins, J. Jacob AU - Sánchez, Luis A. AU - Schraedley, Megan A. K. AU - Hannans, Jaime AU - Navick, Nitzan AU - Young, Jade T2 - Journal of Interactive Media in Education AB - In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.549 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 3 LA - en SN - 1365-893X ST - Textbook Broke UR - http://jime.open.ac.uk/articles/10.5334/jime.549/ AN - n = 705, undergraduate students from a Hispanic Serving Institution (HSI) Y2 - 2020/07/11/18:36:19 KW - Hispanic Serving Institution KW - OER KW - open education resources KW - redistributive justice KW - student equity ER - TY - JOUR TI - 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning AU - Koseoglu, Suzan AU - Ozturk, Tugba AU - Ucar, Hasan AU - Karahan, Engin AU - Bozkurt, Aras T2 - Journal of Interactive Media in Education AB - Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.553 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 5 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.553/ AN - Literature review Y2 - 2020/07/11/18:36:28 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mongolia MNG KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Saudi Arabia SAU KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - distance education KW - gender inequality KW - gender studies KW - open and distance learning KW - social justice KW - women empowerment ER - TY - JOUR TI - Approaches to Open Education and Social Justice Research AU - Lambert, Sarah AU - Czerniewicz, Laura T2 - Journal of Interactive Media in Education AB - Article: Approaches to Open Education and Social Justice Research DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.584 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 1 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.584/ Y2 - 2020/07/11/18:36:09 ER - TY - JOUR TI - The Online Interface and Social Inclusion: A MOOC Study in Turkey AU - Meri-Yilan, Serpil T2 - Journal of Interactive Media in Education AB - One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.558 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 12 LA - en SN - 1365-893X ST - The Online Interface and Social Inclusion UR - http://jime.open.ac.uk/articles/10.5334/jime.558/ Y2 - 2020/07/11/18:36:50 KW - MOOC KW - Turkey KW - higher education KW - online interface KW - social inclusion ER - TY - JOUR TI - Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER AU - Nusbaum, Amy T. T2 - Journal of Interactive Media in Education AB - 1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.559 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 4 LA - en SN - 1365-893X ST - Who Gets to Wield Academic Mjolnir? UR - http://jime.open.ac.uk/articles/10.5334/jime.559/ Y2 - 2020/07/11/18:36:23 KW - diversity KW - equity KW - open educational resources KW - open pedagogy ER - TY - JOUR TI - Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip AU - Radwan, Afnan AU - Radwan, Eqbal T2 - Pedagogical Research AB - In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students’ families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents’ workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS. DA - 2020/05/11/ PY - 2020 DO - 10.29333/pr/8254 DP - DOI.org (Crossref) VL - 5 IS - 4 SP - em0068 J2 - PEDAGOGICAL RES LA - en SN - 24684929 ST - Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic UR - https://www.pedagogicalresearch.com/article/social-and-economic-impact-of-school-closure-during-the-outbreak-of-the-covid-19-pandemic-a-quick-8254 Y2 - 2020/08/12/16:50:35 KW - __C:filed:1 ER - TY - JOUR TI - Social Justice and K-12 Teachers’ Effective Use of OER: A Cross-Cultural Comparison by Nations AU - Tang, Hengtao AU - Bao, Yu T2 - Journal of Interactive Media in Education AB - Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many lack the practical capacity to effectively use (e.g., adapt) OER (the “second-level digital divide”). This exploratory research paper employs a cross-cultural perspective to interrogate how the second-level digital divide shapes K-12 teachers’ effective use of OER. With the goal of understanding how this divide influences OERs’ potential to enhance social justice, this research attempts to identify the factors accounting for teachers’ effective use of OER – and any reception gap – between different countries by conducting a series of stepwise logistic regressions applied to a largescale survey of K-12 educators. It does so by assessing OER use amongst 675 K-12 educators around the world in relation to their developmental and cultural contexts, as expressed through the Human Development Index, the Gender Development Index, and Hofstede’s six dimensions of national culture. The findings of this exploratory study provide new insights to support OER adoption in K-12 settings worldwide from a cultural perspective. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.576 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 9 LA - en SN - 1365-893X ST - Social Justice and K-12 Teachers’ Effective Use of OER UR - http://jime.open.ac.uk/articles/10.5334/jime.576/ Y2 - 2020/07/11/18:36:43 KW - K-12 teachers KW - cultural dimensions KW - exploratory research KW - open educational resources KW - second-level digital divide KW - social justice KW - stepwise logistic regression ER - TY - DATA TI - Survey on Vietnamese teachers’ perspectives during COVID-19 AU - Hoang, Anh-Duc AU - Pham, Hiep-Hung AU - Le, Quynh-Anh Thi AU - Dinh, Viet-Hung AU - Le, Thu-Trang Thi AU - Nguyen, Yen-Chi AB - This dataset was constructed by 294 Vietnamese teachers' perspectives on the teaching profession, as well as the support they received from differe... DA - 2020/05/08/ PY - 2020 DP - dataverse.harvard.edu LA - en PB - Harvard Dataverse UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/FOCPKH Y2 - 2020/08/19/17:01:27 ER - TY - RPRT TI - Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities AU - Nurul Mostafa Kamal, Zafari AB - COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities. CY - Rochester, NY DA - 2020/05/06/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3594676 ST - Distance Education for Rohingya Children during COVID 19 Emergency UR - https://papers.ssrn.com/abstract=3594676 Y2 - 2020/08/14/20:22:18 KW - Education in emergency KW - distance education in emergency KW - home schooling. KW - remote learning KW - remote schooling ER - TY - ENCYC TI - Theory of change AU - Wikipedia AB - Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future. DA - 2020/05/05/T07:13:22Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Theory_of_change&oldid=954966865 Y2 - 2020/05/27/13:53:29 ER - TY - JOUR TI - Negotiating a Better Future: How Interpersonal Skills Facilitate Intergenerational Investment* AU - Ashraf, Nava AU - Bau, Natalie AU - Low, Corinne AU - McGinn, Kathleen T2 - The Quarterly Journal of Economics AB - Abstract Using a randomized controlled trial, we study whether a negotiation skills training can improve girls’ educational outcomes in a low-resource environment. We find that a negotiation training given to eighth-grade Zambian girls significantly improved educational outcomes over the next three years, and these effects did not fade out. To better understand mechanisms, we estimate the effects of two alternative treatments. Negotiation had much stronger effects than an informational treatment, which had no effect. A treatment designed to have more traditional girls’ empowerment effects had directionally positive but insignificant educational effects. Relative to this treatment, negotiation increased enrollment in higher-quality schooling and had larger effects for high-ability girls. These findings are consistent with a model in which negotiation allows girls to resolve incomplete contracting problems with their parents, yielding increased educational investment for those who experience sufficiently high returns. We provide evidence for this channel through a lab-in-the-field game and follow-up survey with girls and their guardians. DA - 2020/05/01/ PY - 2020 DO - 10.1093/qje/qjz039 DP - DOI.org (Crossref) VL - 135 IS - 2 SP - 1095 EP - 1151 LA - en SN - 0033-5533, 1531-4650 ST - Negotiating a Better Future UR - https://academic.oup.com/qje/article/135/2/1095/5698825 Y2 - 2022/04/19/21:21:37 ER - TY - BOOK TI - Three Principles to Support Teacher Effectiveness During COVID-19 AU - Beteille, Tara Ding, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy T2 - Policy Notes DA - 2020/05/01/ PY - 2020 DP - elibrary.worldbank.org (Atypon) SP - -1 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/33775 Y2 - 2020/08/12/17:22:05 KW - CORONAVIRUS KW - COVID-19 KW - EARLY CHILDHOOD EDUCATION KW - TEACHER TRAINING ER - TY - JOUR TI - Classifying settlement types from multi-scale spatial patterns of building footprints AU - Jochem, Warren C AU - Leasure, Douglas R AU - Pannell, Oliver AU - Chamberlain, Heather R AU - Jones, Patricia AU - Tatem, Andrew J T2 - Environment and Planning B: Urban Analytics and City Science AB - Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies. DA - 2020/05/01/ PY - 2020 DO - 10.1177/2399808320921208 DP - SAGE Journals SP - 2399808320921208 J2 - Environment and Planning B: Urban Analytics and City Science LA - en SN - 2399-8083 UR - https://doi.org/10.1177/2399808320921208 Y2 - 2021/03/18/19:03:23 KW - Urban morphology KW - classification KW - land use KW - spatial analysis KW - urban analytics ER - TY - JOUR TI - Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility AU - Majumder, Maimuna S. AU - Mandl, Kenneth D. T2 - The Lancet Global Health DA - 2020/05/01/ PY - 2020 DO - 10.1016/S2214-109X(20)30113-3 DP - www.thelancet.com VL - 8 IS - 5 SP - e627 EP - e630 J2 - The Lancet Global Health LA - English SN - 2214-109X ST - Early in the epidemic UR - https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(20)30113-3/fulltext Y2 - 2021/10/05/18:37:04 ER - TY - RPRT TI - OECS Regional Education Statistical Digest 2017-18 AU - OECS DA - 2020/05/01/ PY - 2020 LA - fr UR - https://view.joomag.com/oecs-regional-education-statistical-digest-2017-18/0518281001572275884 Y2 - 2021/02/19/14:21:27 ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Haßler, Björn AU - Chuang, Rachel CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _yl:h KW - _zenodoODE KW - docs.opendeved.net ER - TY - BOOK TI - Meeting the Learning Needs of Historically Underserved Students during and after California School Closures. Crisis Response Resource AU - Bowman, Alicia AU - Jallow, Shelley AB - School closures intended to slow the spread of the new coronavirus have been forcing California's public-school leaders to apply their crisis-management skills to the enormous task of delivering instruction to some 6.2 million students across the state who, for an indefinite period, must engage in some type of distance learning. Even under normal conditions, many of California's districts and schools struggle to adequately serve the full range of their highly diverse student populations. Today's extraordinary circumstances only add to the challenge. In doing so, they serve as a call to action for rethinking how to meet the learning needs of student groups that have been on the wrong side of long-standing opportunity gaps. DA - 2020/05// PY - 2020 DP - ERIC LA - en PB - WestEd UR - https://eric.ed.gov/?id=ED606108 Y2 - 2020/08/12/17:25:13 KW - Access to Computers KW - Access to Education KW - At Risk Students KW - Barriers KW - Communicable Diseases KW - Crisis Management KW - Disease Control KW - Distance Education KW - Family Environment KW - Food KW - Internet KW - Online Courses KW - Planning KW - Public Schools KW - Readiness KW - School Closing KW - Student Needs KW - Teacher Competencies KW - Teacher Role ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoETH KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. DA - 2020/05// PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Singapore SGP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/05// PY - 2020 DP - Zotero SP - 31 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request SN - 7 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kyrgyzstan KGZ KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Spain ESP KW - _C:Syrian Arab Republic SYR KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Zero-rating educational content in low- and middle-income countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 8 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - LP: English KW - _C:Afghanistan AFG KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Paraguay PRY KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Zero-Rating Educational Content in Low- and Middle-Income Countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn DA - 2020/05// PY - 2020 LA - EN PB - EdTech Hub KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) AU - McBurnie, Chris AU - Allier-Gagneur, Zoe AU - Haßler, Björn CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 10C KW - Author:Haßler KW - Author:OpenDevEd KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - LP: English KW - _EdTechHub_Output KW - __C:filed:1 KW - _cover:v1 KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce AU - Mlambo, Yeukai AU - Neilsen, Ann AU - Silova, Iveta AU - Wolfenden, Freda AU - Rafaeli, Tal AU - Jones, Charlotte AB - The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future. CY - New York DA - 2020/05// PY - 2020 LA - en M3 - Other ST - Redesigning the Education Workforce UR - https://educationcommission.org/wp-content/uploads/2020/05/redesigning-the-education-workforce-design-thinking.pdf Y2 - 2022/04/18/16:28:16 ER - TY - CONF TI - Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps AU - Myllynpää, Ville AU - Ntinda, Maria AU - Haakana, Jani AU - Sutinen, Erkki T2 - 2020 IST-Africa Conference (IST-Africa) AB - The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design. C3 - 2020 IST-Africa Conference (IST-Africa) DA - 2020/05// PY - 2020 DP - IEEE Xplore SP - 1 EP - 11 ST - Learning to Program on KaiOS KW - Conferences KW - Education KW - Encoding KW - KaiOS KW - Meteorology KW - Programming KW - Programming profession KW - climate services KW - coding school ER - TY - RPRT TI - Valid Training Providers (Nigeria) AU - National Industrial Training Authority CY - Nigeria DA - 2020/05// PY - 2020 ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? AU - Naylor, Ruth AU - Gorgen, Kristine DA - 2020/05// PY - 2020 DP - Zotero SP - 22 LA - en PB - EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/05/marginalised-girls.pdf KW - COV:COVID and reopening of schools KW - L:Gender and education KW - LP: English KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH KW - ⛔ No DOI found ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement DA - 2020/05// PY - 2020 DO - https://www.researchgate.net/publication/341716623_Identifying_the_characteristics_of_effective_teacher_professional_development_a_critical_review DP - Google Scholar VL - 32 IS - 2 SP - 1 EP - 17 ST - Identifying the characteristics of effective teacher professional development KW - De-prioritise KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA AU - Üzüm, Babürhan AU - Akayoglu, Sedat AU - Yazan, Bedrettin T2 - ReCALL DA - 2020/05// PY - 2020 DO - 10.1017/S0958344019000235 VL - 32 IS - 2 LA - en SN - 0958-3440, 1474-0109 KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Decentralized Governance of Digital Platforms - Yan Chen, Jack I. Richter, Pankaj C. Patel, 2021 AU - Yan Chen AU - Jack I. Richter AU - Pankaj C. Patel DA - 2020/04/30/ PY - 2020 UR - https://journals.sagepub.com/doi/10.1177/0149206320916755 Y2 - 2024/03/04/14:24:12 KW - Final_citation ER - TY - BLOG TI - The COVID-19 pandemic has changed education forever. This is how T2 - The COVID-19 pandemic has changed education forever. This is how DA - 2020/04/29/ PY - 2020 UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Y2 - 2020/01/12/00:00:00 ER - TY - NEWS TI - Coronavirus 'could undo 30 years of UK's international development work' AU - McVeigh, Karen T2 - The Guardian AB - Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs DA - 2020/04/29/T06:30:08.000Z PY - 2020 DP - www.theguardian.com LA - en-GB SE - Global development SN - 0261-3077 UR - https://www.theguardian.com/global-development/2020/apr/29/coronavirus-could-undo-30-years-of-uks-international-development-work Y2 - 2020/06/22/13:49:38 KW - Aid KW - Anne-Marie Trevelyan KW - Department for International Development (DfID) KW - Foreign policy KW - Global development KW - Humanitarian response ER - TY - JOUR TI - Mitigating the wider health effects of covid-19 pandemic response AU - Douglas, Margaret AU - Katikireddi, Srinivasa Vittal AU - Taulbut, Martin AU - McKee, Martin AU - McCartney, Gerry T2 - BMJ DA - 2020/04/27/ PY - 2020 DO - 10.1136/bmj.m1557 DP - DOI.org (Crossref) SP - m1557 J2 - BMJ LA - en SN - 1756-1833 UR - http://www.bmj.com/lookup/doi/10.1136/bmj.m1557 Y2 - 2020/08/12/16:50:30 KW - __C:filed:1 ER - TY - JOUR TI - Girl-focused Life Skills Interventions at a Distance AU - Rafaeli, Tal AB - This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly. DA - 2020/04/27/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15274 Y2 - 2022/12/18/18:14:59 KW - ⛔ No DOI found ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] AU - Watson, Joe T2 - Open Development & Education AB - Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […] DA - 2020/04/27/T10:02:03+00:00 PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://opendeved.net/2020/04/27/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-coronavirus-covid-19/ Y2 - 2020/06/23/20:00:42 ER - TY - CONF TI - Holistic Model for Designing a Climate Service Application on the KaiOS Platform AU - Myllynpää, Ville AU - Haakana, Jani AU - Virtanen, Julius AU - Sutinen, Erkki T3 - CHI EA '20 AB - Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app. C1 - New York, NY, USA C3 - Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems DA - 2020/04/25/ PY - 2020 DO - 10.1145/3334480.3383084 DP - ACM Digital Library SP - 1 EP - 8 PB - Association for Computing Machinery SN - 978-1-4503-6819-3 UR - https://doi.org/10.1145/3334480.3383084 Y2 - 2022/08/13/00:00:00 KW - agriculture KW - climate services KW - co-design KW - global south KW - hci4d KW - ictd KW - mobile applications ER - TY - JOUR TI - COVID-19: An Accelerated Learning Challenge for Developing & Developed Countries Alike AU - Bella, Professor Hassan T2 - Sudan Journal of Medical Sciences (SJMS) AB - Covid-19 is the fastest evolving and most horrific pandemic in the recent global history. It is perhaps the greatest and most daunting challenge humanity has faced since World War II and could bring on so many sequelae and a ‘recession with no parallel in the recent past’ [1]. The editors of the Sudan Journal of Medical Sciences have commissioned this timely issue of the journal to assess the implications of this unprecedented event on Sudan’s healthcare sector. Researching the literature for the purpose of this editorial, using Google Scholar and other authentic search engines, produced a seemingly infinite number of titles. Never in my career as medical teacher and researcher I have encountered such a vast volume of literature produced on one subject in such a very short time. DA - 2020/04/23/ PY - 2020 DO - 10.18502/sjms.v15i5.6880 DP - knepublishing.com SP - 1 EP - 4 J2 - 1 LA - en SN - 1858-5051 ST - COVID-19 UR - https://knepublishing.com/index.php/SJMS/article/view/6880 Y2 - 2020/06/19/05:49:23 KW - _AcademicRecoveryOECS ER - TY - BLOG TI - The role of interactive radio instruction in the coronavirus (COVID-19) education response AU - McBurnie, Chris T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […] DA - 2020/04/23/T13:32:38+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/ Y2 - 2020/09/09/10:19:01 KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - The privilege of #pivotonline: A South African perspective AU - Adam, Taskeen T2 - Open Development & Education AB - Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary … DA - 2020/04/22/ PY - 2020 LA - en-GB ST - The privilege of #pivotonline UR - https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/ KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - docs.opendeved.net ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19: Closed Schools, Lost learning, Unequal Impact | SharEd AU - DeStefano, Joe DA - 2020/04/21/ PY - 2020 UR - https://shared.rti.org/content/calculating-educational-impact-covid-19%C2%A0-closed-schools-lost-learning-unequal-impact Y2 - 2020/08/13/11:54:28 ER - TY - JOUR TI - The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic AU - Duong, Viet AU - Pham, Phu AU - Yang, Tongyu AU - Wang, Yu AU - Luo, Jiebo T2 - arXiv:2004.09968 [cs] AB - Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis. DA - 2020/04/21/ PY - 2020 DP - arXiv.org ST - The Ivory Tower Lost UR - http://arxiv.org/abs/2004.09968 Y2 - 2020/08/12/17:13:10 KW - Computer Science - Computation and Language KW - Computer Science - Machine Learning KW - Computer Science - Social and Information Networks KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher and Parental Perceptions of Performance Pay in Education: Evidence from Tanzania AU - Mbiti, Isaac AU - Schipper, Youdi AB - This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference. DA - 2020/04/20/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Teacher and Parental Perceptions of Performance Pay in Education UR - https://www.riseprogramme.org/publications/working-paper-20037-teacher-and-parental-perceptions-performance-pay-education Y2 - 2020/09/06/17:27:16 ER - TY - ELEC TI - Boycott e-learning until all students are brought on board - Sascoc AU - Mokhoali, Veronica AB - The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds. DA - 2020/04/20/ PY - 2020 LA - en UR - https://ewn.co.za/2020/04/20/boycott-e-learning-until-all-students-are-brought-on-board-sascoc Y2 - 2020/04/21/14:25:07 ER - TY - RPRT TI - The Risks of Dangerous Dashboards in Basic Education AU - Pritchett, Lant DA - 2020/04/20/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/risks-dangerous-dashboards-basic-education Y2 - 2022/06/07/19:36:46 ER - TY - JOUR TI - The Links Between Girls’ Life Skills Intervention in Emergencies and their Return to Education Post-crisis and Prevention of Unwanted Pregnancies and Early Marriage AU - Rafaeli, Tal AB - This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent girls throughout the COVID-19 crisis. Due to the focus on adolescent girls and emergency settings, an area with limited rigorous evaluations (Nobel et al., 2019), this report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to enable the capturing of any significant learnings from relevant programmes. Evidence and lessons learned from specific programmes identified in the review suggest that life skills interventions for adolescent girls in emergencies impact on areas that have the potential to lead to reduction in unwanted pregnancies and early marriage and support return to education, and limited evidence that they can have direct impact on these outcomes. Ten relevant interventions with impact or lessons learned where identified. Most of these interventions were implemented with adolescent girls from displaced communities and in refugee camps in Sub Saharan Africa. A small number of programmes reported a direct link between the interventions and the outcomes in the research question. Three mentioned impact on girls continuing and returning to education (Plan International, 2019; UNDF, 2016), three mention impact on reducing early marriage (IRC, 2018b; UNDF, 2016), and one mentions direct impact on reducing unwanted pregnancy (Bandiera et al, 2019). DA - 2020/04/20/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15273 Y2 - 2022/12/18/18:15:53 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety AU - Zhou, Da AU - Du, Xiaofeng AU - Hau, Kit-Tai AU - Luo, Haifeng AU - Feng, Pingting AU - Liu, Jian T2 - Educational Psychology AB - This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed. DA - 2020/04/20/ PY - 2020 DO - 10.1080/01443410.2019.1696947 DP - Taylor and Francis+NEJM VL - 40 IS - 4 SP - 473 EP - 489 SN - 0144-3410 ST - Teacher-student relationship and mathematical problem-solving ability UR - https://doi.org/10.1080/01443410.2019.1696947 Y2 - 2022/04/01/22:50:39 KW - Mathematical problem-solving ability KW - mathematical anxiety KW - self-efficacy KW - teacher–student relationship ER - TY - BLOG TI - Care Is Not a Fad: Care Beyond COVID-19 AU - Bali, Maha T2 - Reflecting Allowed AB - I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th… DA - 2020/04/16/T10:27:02+00:00 PY - 2020 LA - en ST - Care Is Not a Fad UR - https://blog.mahabali.me/pedagogy/critical-pedagogy/care-is-not-a-fad-care-beyond-covid-19/ Y2 - 2020/09/10/18:42:56 ER - TY - RPRT TI - Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries AU - Haßler, Björn AB - Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513 DA - 2020/04/16/ PY - 2020 DP - Zenodo PB - Zenodo ST - Continue or reboot? UR - https://zenodo.org/record/3753513 Y2 - 2020/04/18/10:09:31 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Germany DEU KW - _COVID-Continuity-Blogpost-01 KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - JOUR TI - The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning. Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/16:55:24 KW - _COVID_DEAA-List KW - __C:filed:1 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The relationships between classroom air quality and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio AU - Bahnfleth, William T2 - Building and Environment AB - The data from published studies were used to derive systematic relationships between learning outcomes and air quality in classrooms. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and exam scores were used to quantify learning outcomes. Short-term sick leave was also included because it may influence progress in learning. Classroom indoor air quality was characterized by the concentration of carbon dioxide (CO2). For psychological tests and school tasks, fractional changes in performance were regressed against the average concentrations of CO2 at which they occurred; all data reported in studies meeting the inclusion criteria were used to derive the relationship, regardless of whether the change in performance was statistically significant at the examined levels of classroom air quality. The analysis predicts that reducing CO2 concentration from 2,100 ppm to 900 ppm would improve the performance of psychological tests and school tasks by 12% with respect to the speed at which the tasks are performed and by 2% with respect to errors made. For other learning outcomes and short-term sick leave, only the relationships published in the original studies were available. They were therefore used to make predictions. These relationships show that reducing the CO2 concentration from 2,300 ppm to 900 ppm would improve performance on the tests used to assess progress in learning by 5% and that reducing CO2 from 4,100 ppm to 1,000 ppm would increase daily attendance by 2.5%. These results suggest that increasing the ventilation rate in classrooms in the range from 2 L/s-person to 10 L/s-person can bring significant benefits in terms of learning performance and pupil attendance; no data are available for higher rates. The results provide a strong incentive for improving classroom air quality and can be used in cost-benefit analyses. DA - 2020/04/15/ PY - 2020 DO - 10.1016/j.buildenv.2020.106749 DP - ScienceDirect VL - 173 SP - 106749 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132320301074 Y2 - 2022/05/28/21:04:26 KW - BE:RELEVANT KW - Carbon dioxide KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning ER - TY - ELEC TI - CORONAVIRUS: OP-ED: Why it can’t be education as usual AU - Collective, Bua-lit T2 - Daily Maverick AB - In this time of the Covid-19 pandemic and school closures, we need to plan and strategise creatively so that ALL South African children – not just those with access to digital devices, data, and network coverage – can continue to learn. DA - 2020/04/14/ PY - 2020 LA - en ST - CORONAVIRUS UR - https://www.dailymaverick.co.za/article/2020-04-14-why-it-cant-be-education-as-usual/ Y2 - 2020/04/20/21:13:54 ER - TY - JOUR TI - A critical approach to humanizing pedagogies in online teaching and learning AU - Mehta, Rohit AU - Aguilera, Earl T2 - The International Journal of Information and Learning Technology AB - Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support. DA - 2020/04/12/ PY - 2020 DO - 10.1108/IJILT-10-2019-0099 DP - DOI.org (Crossref) VL - 37 IS - 3 SP - 109 EP - 120 J2 - IJILT LA - en SN - 2056-4880 UR - https://www.emerald.com/insight/content/doi/10.1108/IJILT-10-2019-0099/full/html Y2 - 2021/10/05/11:42:14 ER - TY - JOUR TI - COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa AU - Mhlanga, David AU - Moloi, Tankiso AB - The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access. DA - 2020/04/12/ PY - 2020 DO - 10.20944/preprints202004.0195.v1 DP - www.preprints.org LA - en ST - COVID-19 and the Digital Transformation of Education UR - https://www.preprints.org/manuscript/202004.0195/v1 Y2 - 2020/08/12/17:04:11 KW - __C:filed:1 ER - TY - COMP TI - A command line interface for Trello (edtechhub/trello-export) AU - Haßler, Björn DA - 2020/04/11/T21:52:16Z PY - 2020 DP - GitHub LA - Python PB - EdTech Hub UR - https://github.com/edtechhub/trello-export Y2 - 2020/07/11/17:24:43 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - BLOG TI - Call for solidarity with students AU - People's Coalition T2 - C19 People's Coalition AB - Click here to add your voice Educators, students, administrators, parents, student organisations, unions and concerned members of the public. Help us ensure that no one is excluded or left behind due to universities and other institutions’ push toward online and remote learning. The COVID-19 crisis places all in grave jeopardy. Yet, institutions of higher learning […] DA - 2020/04/11/ PY - 2020 LA - en-US UR - https://c19peoplescoalition.org.za/student-solidarity/ Y2 - 2020/04/21/15:08:52 ER - TY - RPRT TI - Transforming Teacher Education and Learing (Ghana) [zip file] AU - T-TEL AB - Transforming Teacher Education and Learing (Ghana). This zip file contains a resource produced by Transforming Teacher Education and Learning (Ghana), www.t-tel.org. You can view and search all related records in the collection for T-TEL. The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/11/ PY - 2020 DP - Zenodo LA - eng UR - https://docs.opendeved.net/lib/ZGCPJJLS Y2 - 2021/05/23/20:07:24 KW - ⛔ No DOI found ER - TY - BLOG TI - COVID-19 Nonprofit Resources AU - April 10 AU - email, 2020 jQuery ready{ jQuery on{ e preventDefault; return false; }); }); Share share on twitter share on facebook share on linkedin share on T2 - Hewlett Foundation AB - We are compiling resources that may be helpful to our nonprofit partners during this difficult time. Below are links to a selection of COVID-19 resources and curated sites. We will update this list as new information becomes available. DA - 2020/04/10/T17:23:12+00:00 PY - 2020 LA - en-US UR - https://hewlett.org/covid-19-nonprofit-resources/ Y2 - 2021/05/28/18:23:50 ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Tom CY - Washington, D.C., USA DA - 2020/04/08/ PY - 2020 LA - en PB - Zenodo KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Lessons Learned from Online PLCs of Rural STEM Teachers AU - Durr, Tony AU - Kampmann, Jennifer AU - Hales, Patrick AU - Browning, Larry T2 - The Rural Educator AB - This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program. DA - 2020/04/08/ PY - 2020 DO - 10.35608/ruraled.v41i1.555 DP - DOI.org (Crossref) VL - 41 IS - 1 SP - 20 EP - 26 J2 - TRE LA - en SN - 2643-9662, 0273-446X UR - https://journals.library.msstate.edu/index.php/ruraled/article/view/555 Y2 - 2021/06/25/16:02:06 ER - TY - ELEC TI - School Lessons Will Be Broadcast on Radio & TV Ahead of Exams AU - Makanda, Simbongile T2 - Careers Portal AB - In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020. DA - 2020/04/08/ PY - 2020 LA - en M3 - Text UR - https://www.careersportal.co.za/high-school/school-lessons-will-be-broadcast-on-radio-tv-ahead-of-exams Y2 - 2020/04/20/22:05:51 ER - TY - ELEC TI - Rising Academies - Rising On Air AU - Rising Academy Network DA - 2020/04/08/ PY - 2020 LA - EN UR - http://www.risingacademies.com/on-air Y2 - 2020/04/08/12:11:03 ER - TY - BOOK TI - Class I + Class II (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745149 Y2 - 2020/06/28/11:23:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class III + Class IV (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745151 Y2 - 2020/06/28/11:23:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class V + Class VI (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745153 Y2 - 2020/06/28/11:23:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] AU - SSEIP AB - ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP). DA - 2020/04/07/ PY - 2020 DP - DOI.org (Datacite) UR - https://docs.opendeved.net/lib/KQEE3GAS Y2 - 2020/06/28/10:55:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745050 Y2 - 2020/06/28/10:57:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745052 Y2 - 2020/06/28/10:58:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745054 Y2 - 2020/06/28/10:58:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745056 Y2 - 2020/06/28/10:58:35 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745058 Y2 - 2020/06/28/10:58:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745060 Y2 - 2020/06/28/10:58:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745062 Y2 - 2020/06/28/10:58:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745064 Y2 - 2020/06/28/10:58:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745066 Y2 - 2020/06/28/10:59:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745068 Y2 - 2020/06/28/10:59:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745070 Y2 - 2020/06/28/10:59:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745072 Y2 - 2020/06/28/10:59:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745074 Y2 - 2020/06/28/10:59:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745076 Y2 - 2020/06/28/10:59:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745078 Y2 - 2020/06/28/10:59:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745080 Y2 - 2020/06/28/10:59:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745082 Y2 - 2020/06/28/11:00:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745084 Y2 - 2020/06/28/11:00:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745194 Y2 - 2020/06/28/13:43:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745155 Y2 - 2020/06/28/13:41:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745196 Y2 - 2020/06/28/13:44:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745157 Y2 - 2020/06/28/13:41:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745198 Y2 - 2020/06/28/13:43:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745159 Y2 - 2020/06/28/13:41:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745200 Y2 - 2020/06/28/13:43:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745161 Y2 - 2020/06/28/13:41:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745202 Y2 - 2020/06/28/13:43:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745163 Y2 - 2020/06/28/13:41:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745204 Y2 - 2020/06/28/13:43:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745165 Y2 - 2020/06/28/13:41:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745206 Y2 - 2020/06/28/13:43:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745167 Y2 - 2020/06/28/13:41:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745208 Y2 - 2020/06/28/13:44:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745210 Y2 - 2020/06/28/13:44:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745171 Y2 - 2020/06/28/13:41:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - ENGLISH LANGUAGE AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745444 Y2 - 2020/06/28/14:10:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745316 Y2 - 2020/06/28/14:06:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745318 Y2 - 2020/06/28/14:06:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745320 Y2 - 2020/06/28/14:07:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745394 Y2 - 2020/06/28/14:11:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745294 Y2 - 2020/06/28/13:55:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745248 Y2 - 2020/06/28/13:51:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745396 Y2 - 2020/06/28/14:11:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745296 Y2 - 2020/06/28/13:55:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745250 Y2 - 2020/06/28/13:51:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745398 Y2 - 2020/06/28/14:11:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745298 Y2 - 2020/06/28/13:55:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745252 Y2 - 2020/06/28/13:51:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745324 Y2 - 2020/06/28/14:07:04 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745326 Y2 - 2020/06/28/14:07:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745328 Y2 - 2020/06/28/14:07:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745400 Y2 - 2020/06/28/14:11:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745300 Y2 - 2020/06/28/13:55:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745254 Y2 - 2020/06/28/13:51:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745404 Y2 - 2020/06/28/14:11:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745302 Y2 - 2020/06/28/13:55:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745258 Y2 - 2020/06/28/13:51:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745406 Y2 - 2020/06/28/14:12:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745304 Y2 - 2020/06/28/13:55:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745260 Y2 - 2020/06/28/13:51:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745330 Y2 - 2020/06/28/14:07:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745332 Y2 - 2020/06/28/14:07:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745334 Y2 - 2020/06/28/14:07:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745408 Y2 - 2020/06/28/14:11:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745306 Y2 - 2020/06/28/13:55:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745262 Y2 - 2020/06/28/13:51:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745410 Y2 - 2020/06/28/14:11:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745308 Y2 - 2020/06/28/13:55:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745264 Y2 - 2020/06/28/13:51:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 MS0722, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745412 Y2 - 2020/06/28/14:11:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745310 Y2 - 2020/06/28/13:55:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745266 Y2 - 2020/06/28/13:51:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745336 Y2 - 2020/06/28/14:07:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745338 Y2 - 2020/06/28/14:07:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745414 Y2 - 2020/06/28/14:11:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745312 Y2 - 2020/06/28/13:56:01 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745268 Y2 - 2020/06/28/13:51:46 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 MS0723, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745416 Y2 - 2020/06/28/14:11:56 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745314 Y2 - 2020/06/28/13:56:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745270 Y2 - 2020/06/28/13:51:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745440 Y2 - 2020/06/28/14:10:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - GENERAL MATHEMATICS OR MATHEMATICS (CORE) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745446 Y2 - 2020/06/28/14:10:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, II, III English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745244 Y2 - 2020/06/28/13:50:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745246 Y2 - 2020/06/28/13:50:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745212 Y2 - 2020/06/28/13:47:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745214 Y2 - 2020/06/28/13:47:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745216 Y2 - 2020/06/28/13:47:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745218 Y2 - 2020/06/28/13:47:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745220 Y2 - 2020/06/28/13:47:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745222 Y2 - 2020/06/28/13:47:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745224 Y2 - 2020/06/28/13:47:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745226 Y2 - 2020/06/28/13:47:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745228 Y2 - 2020/06/28/13:48:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745088 Y2 - 2020/06/28/11:20:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745090 Y2 - 2020/06/28/11:20:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745092 Y2 - 2020/06/28/11:20:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745094 Y2 - 2020/06/28/11:20:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745096 Y2 - 2020/06/28/11:20:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745098 Y2 - 2020/06/28/11:20:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745100 Y2 - 2020/06/28/11:20:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745102 Y2 - 2020/06/28/11:20:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745104 Y2 - 2020/06/28/11:20:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745106 Y2 - 2020/06/28/11:20:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745108 Y2 - 2020/06/28/11:20:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745110 Y2 - 2020/06/28/11:20:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745112 Y2 - 2020/06/28/11:20:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745114 Y2 - 2020/06/28/11:21:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745116 Y2 - 2020/06/28/11:21:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745118 Y2 - 2020/06/28/11:21:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745120 Y2 - 2020/06/28/11:21:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745122 Y2 - 2020/06/28/11:21:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745175 Y2 - 2020/06/28/13:42:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745177 Y2 - 2020/06/28/13:42:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745179 Y2 - 2020/06/28/13:42:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745181 Y2 - 2020/06/28/13:42:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745183 Y2 - 2020/06/28/13:42:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745185 Y2 - 2020/06/28/13:42:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 01, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745187 Y2 - 2020/06/28/13:42:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 02, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745189 Y2 - 2020/06/28/13:42:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 03, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745192 Y2 - 2020/06/28/13:42:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745362 Y2 - 2020/06/28/14:08:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745364 Y2 - 2020/06/28/14:08:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745366 Y2 - 2020/06/28/14:08:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745418 Y2 - 2020/06/28/14:12:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745340 Y2 - 2020/06/28/14:05:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745272 Y2 - 2020/06/28/13:53:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745420 Y2 - 2020/06/28/14:13:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745342 Y2 - 2020/06/28/14:05:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745274 Y2 - 2020/06/28/13:53:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745422 Y2 - 2020/06/28/14:13:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745344 Y2 - 2020/06/28/14:05:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745276 Y2 - 2020/06/28/13:53:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745368 Y2 - 2020/06/28/14:08:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745370 Y2 - 2020/06/28/14:08:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745372 Y2 - 2020/06/28/14:08:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745424 Y2 - 2020/06/28/14:13:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745346 Y2 - 2020/06/28/14:05:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745278 Y2 - 2020/06/28/13:53:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745426 Y2 - 2020/06/28/14:13:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745348 Y2 - 2020/06/28/14:05:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745280 Y2 - 2020/06/28/13:53:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745428 Y2 - 2020/06/28/14:13:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745350 Y2 - 2020/06/28/14:05:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745282 Y2 - 2020/06/28/13:53:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745374 Y2 - 2020/06/28/14:08:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745376 Y2 - 2020/06/28/14:08:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 03 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745378 Y2 - 2020/06/28/14:08:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745430 Y2 - 2020/06/28/14:13:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745352 Y2 - 2020/06/28/14:05:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745284 Y2 - 2020/06/28/13:53:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745432 Y2 - 2020/06/28/14:13:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745354 Y2 - 2020/06/28/14:05:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745286 Y2 - 2020/06/28/13:53:33 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745434 Y2 - 2020/06/28/14:13:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745356 Y2 - 2020/06/28/14:05:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745288 Y2 - 2020/06/28/13:53:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 01 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745380 Y2 - 2020/06/28/14:08:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 02 Full, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745382 Y2 - 2020/06/28/14:08:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745436 Y2 - 2020/06/28/14:13:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745358 Y2 - 2020/06/28/14:05:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745290 Y2 - 2020/06/28/13:53:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 DS, teachers guide AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745438 Y2 - 2020/06/28/14:13:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745360 Y2 - 2020/06/28/14:05:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745292 Y2 - 2020/06/28/13:53:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths WAEC BECE Exam Syllabus AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745442 Y2 - 2020/06/28/14:10:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 01 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745125 Y2 - 2020/06/28/11:22:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 02 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745127 Y2 - 2020/06/28/11:22:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 03 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745129 Y2 - 2020/06/28/11:22:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 04 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745131 Y2 - 2020/06/28/11:22:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 05 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745133 Y2 - 2020/06/28/11:22:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 06 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745135 Y2 - 2020/06/28/11:22:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 07 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745230 Y2 - 2020/06/28/13:49:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 08 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745232 Y2 - 2020/06/28/13:49:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745234 Y2 - 2020/06/28/13:49:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 UNAPPROVED AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745236 Y2 - 2020/06/28/13:49:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 01 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745137 Y2 - 2020/06/28/11:22:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 02 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745139 Y2 - 2020/06/28/11:23:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 03 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745141 Y2 - 2020/06/28/11:23:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 04 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745143 Y2 - 2020/06/28/11:23:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 05 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745145 Y2 - 2020/06/28/11:23:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 06 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745147 Y2 - 2020/06/28/11:23:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 07 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745238 Y2 - 2020/06/28/13:49:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 08 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745240 Y2 - 2020/06/28/13:49:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 09 AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745242 Y2 - 2020/06/28/13:49:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745390 Y2 - 2020/06/28/14:09:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Literature in English (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745388 Y2 - 2020/06/28/14:09:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745392 Y2 - 2020/06/28/14:09:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , English (Revised) AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745384 Y2 - 2020/06/28/14:09:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , Maths AU - SSEIP AB - This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745386 Y2 - 2020/06/28/14:09:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Social protection responses to the COVID-19 lockdown in South Africa AU - Devereux, Stephen T2 - The Conversation AB - Several groups of people are at high risk of hardship, especially those who have effectively become unemployed because of the lockdown. DA - 2020/04/06/ PY - 2020 LA - en UR - http://theconversation.com/social-protection-responses-to-the-covid-19-lockdown-in-south-africa-134817 Y2 - 2020/04/20/21:13:39 ER - TY - ELEC TI - Pandemic underscores gross inequalities in South Africa, and the need to fix them AU - Graham, Lauren T2 - The Conversation AB - While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers. DA - 2020/04/05/ PY - 2020 LA - en UR - http://theconversation.com/pandemic-underscores-gross-inequalities-in-south-africa-and-the-need-to-fix-them-135070 Y2 - 2020/04/20/21:13:58 ER - TY - BLOG TI - Using evidence to help build and evaluate good ideas in education technology AU - Knight, Simon AU - Moeini, Anissa AU - Clark-Wilson, Alison T2 - EduResearch Matters AB - As researchers, we care that our educational systems improve, support all learners, and are grounded solidly in research evidence. But how do we work with stakeholders like educational technology s… DA - 2020/04/05/T19:24:48+00:00 PY - 2020 LA - en-US UR - https://www.aare.edu.au/blog/?p=5259 Y2 - 2023/01/20/23:08:43 ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [Arabic] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0241 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [ar] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - language:Arabic ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [Arabic/English] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0243 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [ar,en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence KW - language:Arabic KW - language:English ER - TY - RPRT TI - PER6. The SABER-ICT policy framework in brief [English] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0240 CY - Amman, Jordan DA - 2020/04/03/ PY - 2020 LA - eng M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 6 [en] UR - https://docs.opendeved.net/lib/LYABC83R Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - language:English ER - TY - BLOG TI - Arabic version of Design Thinking for Educators AU - Khalayleh, Abdullah DA - 2020/04/03/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/ Y2 - 2020/04/03/20:53:58 KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - Learning remotely when schools close: How well are students and schools prepared? Insights from PISA AU - OECD T2 - OECD AB - As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education. DA - 2020/04/03/ PY - 2020 LA - en ST - Learning remotely when schools close UR - https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/ Y2 - 2022/12/29/22:23:34 KW - Final_citation KW - existing ER - TY - VIDEO TI - Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 AU - Skoll Foundation AB - Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies DA - 2020/04/03/ PY - 2020 DP - YouTube LA - EN ST - Webinar UR - https://www.youtube.com/watch?v=skZuZ8sSLjI Y2 - 2020/04/06/13:25:49 ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - Author:OpenDevEd KW - MOOC designer KW - OEP KW - __C:filed:1 KW - critical consciousness KW - embodiment KW - epistemic location KW - positionality ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - Final_citation KW - MOOC designer KW - OEP KW - cited KW - critical consciousness KW - embodiment KW - epistemic location KW - existing KW - positionality ER - TY - JOUR TI - Affordances, challenges, and impact of open pedagogy: examining students’ voices AU - Baran, Evrim AU - AlZoubi, Dana T2 - Distance Education AB - Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757409 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 230 EP - 244 SN - 0158-7919 ST - Affordances, challenges, and impact of open pedagogy UR - https://doi.org/10.1080/01587919.2020.1757409 Y2 - 2021/03/24/14:38:46 KW - higher education KW - open educational practices (OEP) KW - open educational resources (OER) KW - open pedagogy KW - renewable assignments ER - TY - JOUR TI - Inclusive open education: presumptions, principles, and practices AU - Croft, Benjamin AU - Brown, Monica T2 - Distance Education AB - Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757410 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 156 EP - 170 SN - 0158-7919 ST - Inclusive open education UR - https://doi.org/10.1080/01587919.2020.1757410 Y2 - 2021/03/24/14:38:42 KW - marginalization KW - open education KW - open educational practices KW - open pedagogy KW - social identity KW - social justice ER - TY - JOUR TI - Social annotation enabling collaboration for open learning AU - Kalir, Jeremiah H. T2 - Distance Education AB - Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757413 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 245 EP - 260 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757413 Y2 - 2021/03/24/14:38:48 KW - annotation KW - collaboration KW - computer-supported collaborative learning KW - open educational practices (OEP) KW - social design experiment ER - TY - JOUR TI - Ascertaining impacts of capacity building in open educational practices AU - Karunanayaka, Shironica P. AU - Naidu, Som T2 - Distance Education AB - 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. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757406 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 279 EP - 302 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757406 Y2 - 2021/03/24/14:38:50 KW - MOOC design KW - capacity building KW - impacts KW - open educational practices KW - shifting perceptions and perspectives ER - TY - JOUR TI - Critical Questions for Open Educational Practices AU - Koseoglu, Suzan AU - Bozkurt, Aras AU - Havemann, Leo T2 - Distance Education DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1775341 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 153 EP - 155 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1775341 Y2 - 2021/03/24/14:38:41 ER - TY - JOUR TI - Who opens online distance education, to whom, and for what? AU - Lee, Kyungmee T2 - Distance Education AB - In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757404 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 186 EP - 200 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757404 Y2 - 2021/03/24/14:38:44 KW - distance education KW - online education KW - open educational practices KW - open educational resources KW - open university ER - TY - JOUR TI - The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning AU - Lochlainn, Conchúr Mac AU - Mhichíl, Mairéad Nic Giolla AU - Beirne, Elaine AU - Brown, Mark T2 - Distance Education AB - This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757408 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 201 EP - 215 SN - 0158-7919 ST - The soul behind the screen UR - https://doi.org/10.1080/01587919.2020.1757408 Y2 - 2021/03/24/14:38:45 KW - massive open online course KW - online language learning KW - qualitative case study KW - social justice ER - TY - JOUR TI - Open educational practices (OEP) in the design of digital competence assessment AU - Maina, Marcelo Fabián AU - Santos-Hermosa, Gema AU - Mancini, Federica AU - Ortiz, Lourdes Guàrdia T2 - Distance Education AB - This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers’ engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757407 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 261 EP - 278 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757407 Y2 - 2021/03/24/14:38:49 KW - K-12 assessment KW - collaborative teaching KW - digital competence KW - open educational practices KW - pedagogy of integration ER - TY - ELEC TI - Maverick Citizen: Access to water and sanitation in South Africa: A renewed call for more action AU - Mudombi, Shakespear T2 - Daily Maverick AB - While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable. DA - 2020/04/02/ PY - 2020 LA - en ST - Maverick Citizen UR - https://www.dailymaverick.co.za/article/2020-04-02-access-to-water-and-sanitation-in-south-africa-a-renewed-call-for-more-action/ Y2 - 2020/04/20/21:13:46 ER - TY - JOUR TI - Supporting open educational practices through open textbooks AU - Pitt, Rebecca (Beck) AU - Jordan, Katy AU - Arcos, Beatriz de los AU - Farrow, Robert AU - Weller, Martin T2 - Distance Education AB - There has been little research into the impact of textbook costs on higher education in the United Kingdom. To better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom educators in September 2018. This article reports on the findings of this survey, which focussed on awareness of open educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. Results reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices. The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream adoption of open textbooks. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757411 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 303 EP - 318 SN - 0158-7919 UR - https://doi.org/10.1080/01587919.2020.1757411 Y2 - 2021/03/24/14:38:51 KW - United Kingdom KW - higher education KW - open educational practices (OEP) KW - open educational resources (OER) KW - open pedagogy KW - open textbooks ER - TY - JOUR TI - Openness reexamined: teachers’ practices with open educational resources in online language teaching AU - Pulker, Hélène AU - Kukulska-Hulme, Agnes T2 - Distance Education AB - Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757412 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 216 EP - 229 SN - 0158-7919 ST - Openness reexamined UR - https://doi.org/10.1080/01587919.2020.1757412 Y2 - 2021/03/24/14:38:46 KW - OEP KW - OER KW - closed spaces KW - distance education KW - language teaching ER - TY - BLOG TI - Schools, skills, and learning: The impact of COVID-19 on education AU - Burgess, Simon AU - Sievertsen, Hans Henrik T2 - VoxEU.org AB - The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts. DA - 2020/04/01/ PY - 2020 ST - Schools, skills, and learning UR - https://voxeu.org/article/impact-covid-19-education Y2 - 2021/10/05/11:39:58 ER - TY - RPRT TI - Working From Home Under COVID-19: Who Is Affected? Evidence From Latin American and Caribbean Countries AU - Delaporte, Isaure AU - Pena, Werner AB - Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7% in Guatemala to 16% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic. CY - Rochester, NY DA - 2020/04/01/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3610885 ST - Working From Home Under COVID-19 UR - https://papers.ssrn.com/abstract=3610885 Y2 - 2020/07/25/14:35:46 KW - COVID-19 KW - Demographics KW - Employment KW - Teleworking ER - TY - JOUR TI - A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda AU - Radianti, Jaziar AU - Majchrzak, Tim A. AU - Fromm, Jennifer AU - Wohlgenannt, Isabell T2 - Computers & Education AB - Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103778 DP - ScienceDirect VL - 147 SP - 103778 J2 - Computers & Education LA - en SN - 0360-1315 ST - A systematic review of immersive virtual reality applications for higher education UR - https://www.sciencedirect.com/science/article/pii/S0360131519303276 Y2 - 2022/04/05/20:38:20 KW - Augmented and virtual reality KW - Cooperative/collaborative learning KW - Distance education and online learning KW - Human–computer interface KW - Media in education ER - TY - ELEC TI - a2i: Innovate for All AU - a2i DA - 2020/04// PY - 2020 UR - https://a2i.gov.bd/ Y2 - 2020/04/08/15:28:00 ER - TY - RPRT TI - Sprint 7 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0223 CY - Amman, Jordan DA - 2020/04// PY - 2020 LA - English M3 - Sprint Report PB - Activating EdTech SN - 7 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 7 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0232 CY - Amman, Jordan DA - 2020/04// PY - 2020 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 7 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The Impact of COVID-19 on Gender Equality AU - Alon, Titan AU - Doepke, Matthias AU - Olmstead-Rumsey, Jane AU - Tertilt, Michèle AB - The economic downturn caused by the current COVID-19 outbreak has substantial implications for gender equality, both during the downturn and the subsequent recovery. Compared to “regular” recessions, which affect men’s employment more severely than women’s employment, the employment drop related to social distancing measures has a large impact on sectors with high female employment shares. In addition, closures of schools and daycare centers have massively increased child care needs, which has a particularly large impact on working mothers. The effects of the crisis on working mothers are likely to be persistent, due to high returns to experience in the labor market. Beyond the immediate crisis, there are opposing forces which may ultimately promote gender equality in the labor market. First, businesses are rapidly adopting flexible work arrangements, which are likely to persist. Second, there are also many fathers who now have to take primary responsibility for child care, which may erode social norms that currently lead to a lopsided distribution of the division of labor in house work and child care. DA - 2020/04// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 26947 UR - http://www.nber.org/papers/w26947 Y2 - 2020/08/12/16:51:19 ER - TY - GEN TI - UCT Low Tech Remote Teaching Guidelines AU - CILT AB - University of Cape Town Low Tech Remote Teaching Principles Teaching and learning remotely during a global pandemic is a challenging task for everyone. Keep it simple for you and your students. CILT will help you move your course online: reach out to us at help@vula.uct.ac.za, use the rem... DA - 2020/04// PY - 2020 DP - docs.google.com LA - en PB - Centre for Innovation in Learning and Teaching UR - https://docs.google.com/document/d/1zPN7XUitOCw75FW6UeqrYAcWl41UqgKoZ_HRoYTKFZI/edit?usp=sharing&usp=embed_facebook Y2 - 2020/04/21/20:31:23 ER - TY - GEN TI - Public Universities with a Public Conscience - A Proposed Plan.pdf AU - Concerned Academics AB - A Proposed Plan for a Social Pedagogy Alternative in the Time of Pandemic DA - 2020/04// PY - 2020 DP - drive.google.com UR - https://drive.google.com/file/d/1tyiyKND-5xT1W2BNaYZ43yCJmWb7Y-vR/view?usp=embed_facebook Y2 - 2020/04/21/15:10:42 ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/04// PY - 2020 DP - Zotero LA - EN UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:other:ok KW - _zenodoETH KW - ⛔ No DOI found ER - TY - ELEC TI - Konnect- My School AU - Konnect Portal T2 - Konnect DA - 2020/04// PY - 2020 UR - http://konnect.edu.bd/my-school/ Y2 - 2020/04/08/15:27:33 ER - TY - ELEC TI - কিশোর বাতায়ন - Konnect YouTube Channel AU - Konnect Portal T2 - Youtube DA - 2020/04// PY - 2020 UR - https://www.youtube.com/channel/UCSdEG6ugXjX1DaOiZ8um6HA Y2 - 2020/04/08/15:28:09 ER - TY - VIDEO TI - ভূ-অভ্যন্তরের গঠন ।। BGS ।। শ্রেণি নবম, অধ্যায় ৩য় ।। আমার ঘরে আমার স্কুল AU - Konnect Portal DA - 2020/04// PY - 2020 UR - http://konnect.edu.bd/my-school/10 Y2 - 2020/04/08/15:28:03 ER - TY - BLOG TI - Five Findings from a New Phone Survey in Senegal AU - Le Nestour, Alexis AU - Moscoviz, Laura T2 - Center For Global Development AB - Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings. DA - 2020/04// PY - 2020 LA - en UR - https://www.cgdev.org/blog/five-findings-new-phone-survey-senegal Y2 - 2020/08/12/15:39:28 KW - _COVID_DEAA-List ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Moscoviz, Laura AU - Mbaye, Samba DA - 2020/04// PY - 2020 LA - EN PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - _COVID-Continuity-Blogpost-01 ER - TY - RPRT TI - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/04// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 6 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris DA - 2020/04// PY - 2020 LA - EN PB - EdTech Hub ST - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19 KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Kenya AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Kenya. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Kenya Radio Language Arts Project The Kenya Radio Language Arts project, implemented by FHI360, was an ambitious, innovative effort to show that "interactive radio instruction" - a method which fosters continuous interaction between children and the radio characters - can substantially improve the teaching DA - 2020/04// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/index.php/resources/interactive-radio-and-audio-instruction-resources-kenya Y2 - 2020/04/08/12:17:04 ER - TY - GEN TI - Effects of Classroom Environment on Learning AU - Blaker, Andrew AU - Andrew, Blaker DA - 2020/03/31/ PY - 2020 DO - 10.14990/00003653 DP - DOI.org (CSL JSON) LA - en PB - 甲南大学マネジメント創造学部HSMR編集委員会 UR - https://doi.org/10.14990/00003653 Y2 - 2022/05/28/21:03:47 KW - BE:RELEVANT ER - TY - JOUR TI - Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks AU - Hallgarten, Joe AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. DA - 2020/03/31/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 Y2 - 2022/12/18/18:14:31 KW - ⛔ No DOI found ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Author Jason T2 - Jason Kerwin AB - I’m very happy to announce that my paper with Rebecca Thornton, “Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures”, has been accepted by the Review of Economics and Statistics. An un-gated copy of the final pre-print is available here. Here’s the abstract of the paper: This paper demonstrates … Continue reading "Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures" DA - 2020/03/31/T21:11:39-06:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2022/11/29/18:51:16 ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures [blog post] AU - Kerwin, Jason AU - Thornton, Rebecca T2 - Jason Kerwin DA - 2020/03/31/T21:11:39+00:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2020/07/21/20:21:21 KW - C:Uganda KW - NULP KW - interesting ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) AU - Watson, Joe T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where… DA - 2020/03/31/ PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2022/12/25/04:20:25 KW - Final_citation KW - cited KW - existing ER - TY - VIDEO TI - Week 2 - Laura Czerniewicz - Equity and Care in Moving Online AB - Laura Czerniewicz shares experiences this past year in South Africa and offers insight and guidance for educators now confronting a forced move online #PivotOnline Course - https://www.edx.org/course/pivoting-t... - https://linkresearchlab.org/pivot/ C1 - Czerniewicz, Laura C5 - Interview DA - 2020/03/30/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=ifpXcAGy9rs&feature=emb_title Y2 - 2020/04/20/21:15:19 ER - TY - JOUR TI - Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries AU - Di Maio, Gina AU - Seitzl, Lina AU - Unterweger, Daniel Franz DA - 2020/03/27/ PY - 2020 DP - www.alexandria.unisg.ch LA - en ST - Strengthening the Governance of Skills Systems UR - https://www.alexandria.unisg.ch/handle/20.500.14171/112292 Y2 - 2024/03/19/23:08:49 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile phone data and COVID-19: Missing an opportunity? AU - Oliver, Nuria AU - Letouzé, Emmanuel AU - Sterly, Harald AU - Delataille, Sébastien AU - De Nadai, Marco AU - Lepri, Bruno AU - Lambiotte, Renaud AU - Benjamins, Richard AU - Cattuto, Ciro AU - Colizza, Vittoria AU - de Cordes, Nicolas AU - Fraiberger, Samuel P. AU - Koebe, Till AU - Lehmann, Sune AU - Murillo, Juan AU - Pentland, Alex AU - Pham, Phuong N. AU - Pivetta, Frédéric AU - Salah, Albert Ali AU - Saramäki, Jari AU - Scarpino, Samuel V. AU - Tizzoni, Michele AU - Verhulst, Stefaan AU - Vinck, Patrick T2 - arXiv:2003.12347 [cs] AB - This paper describes how mobile phone data can guide government and public health authorities in determining the best course of action to control the COVID-19 pandemic and in assessing the effectiveness of control measures such as physical distancing. It identifies key gaps and reasons why this kind of data is only scarcely used, although their value in similar epidemics has proven in a number of use cases. It presents ways to overcome these gaps and key recommendations for urgent action, most notably the establishment of mixed expert groups on national and regional level, and the inclusion and support of governments and public authorities early on. It is authored by a group of experienced data scientists, epidemiologists, demographers and representatives of mobile network operators who jointly put their work at the service of the global effort to combat the COVID-19 pandemic. DA - 2020/03/27/ PY - 2020 DP - arXiv.org ST - Mobile phone data and COVID-19 UR - http://arxiv.org/abs/2003.12347 Y2 - 2020/08/12/17:14:21 KW - Computer Science - Computers and Society KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Spillover of COVID-19: Impact on the Global Economy AU - Ozili, Peterson K. AU - Arun, Thankom AB - How did a health crisis translate to an economic crisis? Why did the spread of the coronavirus bring the global economy to its knees? The answer lies in two methods by which coronavirus stifled economic activities. First, the spread of the virus encouraged social distancing which led to the shutdown of financial markets, corporate offices, businesses and events. Second, the exponential rate at which the virus was spreading, and the heightened uncertainty about how bad the situation could get, led to flight to safety in consumption and investment among consumers, investors and international trade partners. We focus on the period from the start of 2020 through March when the coronavirus began spreading into other countries and markets. We draw on real-world observations in assessing the restrictive measures, monetary policy measures, fiscal policy measures and the public health measures that were adopted during the period. We empirically examine the impact of social distancing policies on economic activities and stock market indices. The findings reveal that the increasing number of lockdown days, monetary policy decisions and international travel restrictions severely affected the level of economic activities and the closing, opening, lowest and highest stock price of major stock market indices. In contrast, the imposed restriction on internal movement and higher fiscal policy spending had a positive impact on the level of economic activities, although the increasing number of confirmed coronavirus cases did not have a significant effect on the level of economic activities. CY - Rochester, NY DA - 2020/03/27/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3562570 ST - Spillover of COVID-19 UR - https://papers.ssrn.com/abstract=3562570 Y2 - 2020/08/12/16:51:35 KW - COVID-19 KW - Central banks. KW - Coronavirus KW - SARS-CoV-2 KW - financial crisis KW - fiscal policy KW - global recession KW - liquidity provision KW - monetary policy KW - outbreak KW - pandemic KW - public health KW - social distancing KW - spillovers ER - TY - BLOG TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/03/27/ PY - 2020 LA - en UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close Y2 - 2020/04/08/15:27:28 ER - TY - BOOK TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic AU - World Bank DA - 2020/03/26/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC UR - http://hdl.handle.net/10986/33499 Y2 - 2021/06/24/12:40:42 ER - TY - BOOK TI - The role of research preprints in the academic response to the COVID-19 epidemic AU - Brierley, Liam AB - The current outbreak of COVID-19 has escalated into a global health crisis. Investigations into the epidemic have taken place upon an unprecedented stage of rapid, open-platform science, including vastly improved access to unreviewed preprint research. I quantified preprint responses to COVID-19 by examining 785 preprints posted to English-language preprint servers (bioRxiv, n = 140; medRxiv, n = 561; arXiv, n = 84). Preprint research during the current outbreak has been enormously accelerated, with an average of 11.9 preprints posted per day-over a hundred-fold higher than that during 2014's West African ebolavirus outbreak. While this boom in preprints has enabled valuable knowledge sharing of scientific developments, novel challenges have become apparent. Unfounded conclusions from unreviewed research have played a clear role in public misinformation about the epidemic. I provide recommendations to improve accountability and transparency surrounding preprints, a vital step for future outbreaks as open-platform epidemiology continues to advance. DA - 2020/03/25/ PY - 2020 DP - ResearchGate ER - TY - BOOK TI - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia AU - Hoop, Thomas AU - Ring, Hannah AU - Siwach, Garima AU - Dias, Paula AU - Tembo, Gelson AU - Rothbard, Victoria AU - Toungui, Anaïs AB - We present experimental evidence on the impact of a multi-faceted program that integrates technology into education, provides ongoing teacher training and professional development, includes community ownership, and offers free primary education. Our setting is three districts in relatively impoverished areas of rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. We compared all children who were eligible to enroll in first grade living near the 30 treatment schools with eligible children who lived near the 33 control schools 14 months after the program start. The results show that the program, on average, increased early grade reading scores with 0.40 standard deviations or 3.5 percentage points, early grade math scores with 0.22 standard deviations or 4.9 percentage points, the Zambian achievement test scores with 0.16 standard deviations or 3.1 percentage points, and oral vocabulary scores with 0.25 standard deviations or 6.0 percentage points for all children who were eligible to enroll in first grade during the baseline survey. Treatment Effects on the Treated showed substantially larger impacts on test scores of students who enrolled in Grade 1 (ranging from 0.26 to 0.68 standard deviations) and students who regularly attended the schools in Grade 1 (ranging from 0.32 to 0.83 standard deviations). Mixed-methods evidence suggested the positive effects were primarily driven by increase in school enrolment, improvements in the quality of education, increases in school attendance for both teachers and children, and strong fidelity of program implementation. Our results indicate that well-designed multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa. DA - 2020/03/25/ PY - 2020 DP - ResearchGate ST - Impact of e-Learning Technology and Activity-Based Learning on Learning Outcomes ER - TY - BLOG TI - Zero-rate mobile services for health, education and development now AU - Harrison, David T2 - The Mail & Guardian AB - Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card DA - 2020/03/23/T13:53:27+00:00 PY - 2020 LA - en-ZA UR - https://mg.co.za/article/2020-03-23-zero-rate-mobile-services-for-health-education-and-development-now/ Y2 - 2020/04/21/15:06:49 ER - TY - RPRT TI - Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia? AU - Patrinos, Harry AU - Shmis, Tigran AB - With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds. DA - 2020/03/23/ PY - 2020 LA - en PB - World Bank UR - https://blogs.worldbank.org/europeandcentralasia/can-technology-help-mitigate-impact-covid-19-education-systems-europe-and Y2 - 2020/08/21/12:38:31 ER - TY - JOUR TI - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria: Analysis of recent household surveys AU - Utazi, C. Edson AU - Wagai, John AU - Pannell, Oliver AU - Cutts, Felicity T. AU - Rhoda, Dale A. AU - Ferrari, Matthew J. AU - Dieng, Boubacar AU - Oteri, Joseph AU - Danovaro-Holliday, M. Carolina AU - Adeniran, Adeyemi AU - Tatem, Andrew J. T2 - Vaccine AB - Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries. DA - 2020/03/23/ PY - 2020 DO - 10.1016/j.vaccine.2020.02.070 DP - ScienceDirect VL - 38 IS - 14 SP - 3062 EP - 3071 J2 - Vaccine LA - en SN - 0264-410X ST - Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria UR - https://www.sciencedirect.com/science/article/pii/S0264410X20303017 Y2 - 2021/03/18/19:08:49 KW - Geospatial analysis KW - Measles vaccine KW - Post-campaign coverage survey KW - Routine immunization KW - Supplementary immunization activities ER - TY - JOUR TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya AU - Bett, Harry AU - Makewa, Lazarus T2 - Asia-Pacific Journal of Teacher Education AB - Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce. DA - 2020/03/14/ PY - 2020 DO - 10.1080/1359866x.2018.1542662 DP - Taylor and Francis+NEJM VL - 48 IS - 2 SP - 132 EP - 146 LA - English SN - 1359-866X ST - Can Facebook groups enhance continuing professional development of teachers? UR - https://doi.org/10.1080/1359866X.2018.1542662 AN - 2382044577 Y2 - 2021/04/01/09:42:33 KW - Content analysis KW - Education--Teaching Methods And Curriculum KW - English teachers KW - Facebook Groups KW - Kenya KW - Professional development KW - Social networks KW - Teacher education KW - Teachers KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425933 KW - __finaldtb KW - professional development ER - TY - JOUR TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya AU - Bett, Harry AU - Makewa, Lazarus T2 - Asia-Pacific Journal of Teacher Education DA - 2020/03/14/ PY - 2020 DO - 10.1080/1359866x.2018.1542662 VL - 48 IS - 2 LA - English SN - 1359-866X ST - Can Facebook groups enhance continuing professional development of teachers? KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - MIT Press Journals SP - 1 EP - 45 SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2020/07/21/20:12:59 KW - NULP KW - interesting ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - docs.edtechhub.org SP - 1 EP - 45 LA - en-GB SN - 0034-6535 ST - Making the Grade UR - https://direct.mit.edu/rest/article-abstract/103/2/251/97681/Making-the-Grade-The-Sensitivity-of-Education Y2 - 2024/03/04/14:04:34 KW - Final_citation ER - TY - ELEC TI - Distance learning solutions AU - https://plus.google.com/+UNESCO T2 - UNESCO AB - Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions DA - 2020/03/05/T10:03:16+00:00 PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse/solutions Y2 - 2020/06/28/18:51:47 ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Thomas CY - Washington, D.C., USA DA - 2020/03/04/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 4 KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Brazil BRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/04/20/21:10:37 ER - TY - VIDEO TI - "Beyond Free Textbooks" - Jasmine Roberts live from University of Illinois Urbana-Champaign Library AB - Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign DA - 2020/03/03/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=ZXynJXVRIJ0 Y2 - 2020/07/11/18:47:58 ER - TY - JOUR TI - Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over AU - Milliken, Matthew AU - Bates, Jessica AU - Smith, Alan T2 - British Journal of Educational Studies AB - Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes. DA - 2020/03/03/ PY - 2020 DO - 10.1080/00071005.2019.1666083 DP - Taylor and Francis+NEJM VL - 68 IS - 2 SP - 139 EP - 160 SN - 0007-1005 ST - Education Policies and Teacher Deployment in Northern Ireland UR - https://doi.org/10.1080/00071005.2019.1666083 Y2 - 2021/03/07/17:52:28 KW - Northern Ireland KW - _C:Ireland IRL KW - _C:Poland POL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - community division KW - cultural encapsulation KW - post-conflict education KW - teacher identity ER - TY - JOUR TI - Knowledge management in higher education: a literature review and further research avenues AU - Quarchioni, Sonia AU - Paternostro, Sergio AU - Trovarelli, Francesca T2 - Knowledge Management Research & Practice AB - Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field. DA - 2020/03/02/ PY - 2020 DO - 10.1080/14778238.2020.1730717 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 16 SN - 1477-8238 ST - Knowledge management in higher education UR - https://doi.org/10.1080/14778238.2020.1730717 Y2 - 2022/04/05/20:39:09 KW - Knowledge management KW - higher education KW - intellectual capital KW - systematic literature review KW - universities ER - TY - JOUR TI - Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity AU - Cobb, Casey D. T2 - Review of Research in Education AB - A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future. DA - 2020/03/01/ PY - 2020 DO - 10.3102/0091732X20907362 DP - SAGE Journals VL - 44 IS - 1 SP - 97 EP - 129 J2 - Review of Research in Education LA - en SN - 0091-732X ST - Geospatial Analysis UR - https://doi.org/10.3102/0091732X20907362 Y2 - 2021/03/07/14:15:55 KW - Lebanon_event_2021 KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Japan JPN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance AU - Hurwitz, Lisa B. AU - Schmitt, Kelly L. T2 - Computers & Education AB - Educational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use technology effectively – might be necessary for young children to realize measurable benefits from the Internet. In the present longitudinal study, we explored whether Internet use and digital skill in early childhood predicted academic performance in middle childhood. We surveyed 101 US parents when their children were roughly 5 years and 11 years, collecting data on children's Internet use, digital skill, and academic performance. Structural equation modeling revealed that children's time online in early childhood was a marginally significant negative predictor of middle childhood academic performance, but digital skill in early childhood was a marginally significant positive predictor (ps < .1). Moreover, digital skill in early childhood indirectly influenced middle childhood academic performance via middle childhood digital skill. Early childhood digital skill significantly predicted middle childhood digital skill, which was significantly and positively associated with school performance. These findings suggest that allowing young children to engage with digital technologies for some amount of can be beneficial, provided that children use that time fruitfully to acquire digital skill. DA - 2020/03/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103750 DP - ScienceDirect VL - 146 SP - 103750 J2 - Computers & Education LA - en SN - 0360-1315 ST - Can children benefit from early internet exposure? UR - https://www.sciencedirect.com/science/article/pii/S0360131519303033 Y2 - 2023/07/19/10:01:03 KW - 21st century abilities KW - Early years education KW - Elementary education ER - TY - JOUR TI - Open peer-review platform for COVID-19 preprints AU - Johansson, Michael A. AU - Saderi, Daniela T2 - Nature AB - Illustration of paper under a magnifying glass DA - 2020/03/01/ PY - 2020 DO - 10.1038/d41586-020-00613-4 DP - NASA ADS VL - 579 SP - 29 EP - 29 SN - 0028-0836 UR - https://ui.adsabs.harvard.edu/abs/2020Natur.579...29J Y2 - 2021/10/05/18:36:39 KW - _genre:PR-primary_research ER - TY - BLOG TI - Elimu Scholarship Programme 2021 AU - Elimu Centre T2 - Elimu Centre AB - Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background DA - 2020/02/29/T04:44:34+00:00 PY - 2020 LA - en-US UR - https://www.elimucentre.com/elimu-scholarship-programme/ Y2 - 2021/07/16/19:03:20 ER - TY - JOUR TI - Barriers to Education for Girls in the Democratic Republic of Congo AU - Bolton, Laura AB - There was little published literature on the barriers to girls’ education in the DRC. The main findings of the research suggest that cultural history, economic lack, and the coexistence of these are the main factors hindering access to girls’ education. Limited data suggest that inequality is less significant at primary age so looking at problems for both boys and girls is likely to be relevant. At adolescence the gap is wider and the barriers are more gendered. This review synthesises evidence on barriers hindering access to education the reasons for low attainment or achievement levels for girls in the Democratic Republic of Congo (DRC). Other barriers identified include: early/forced marriage, parents’ lack of interest in childrens’ activities and low value placed on schooling, and children’s disinterest in school due to lack of school quality. The research provides a very useful insight but there is agreement1 that there are distinct regional differences in the DRC. For example, rural areas have more children out of school than urban areas. Recommendations for improved learning outcomes from DFID Girls’ Education Challenge include: coaching for teachers alongside structured teaching materials, extra-curricular clubs and activities, collection of data for planning, working with boys and men to improve gender inequality, and promoting change at all levels (community, school and national). DA - 2020/02/28/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15194 Y2 - 2022/12/18/18:13:17 KW - ⛔ No DOI found ER - TY - BLOG TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries AU - Brugha, Meaghan T2 - The EdTech Hub AB - 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 … DA - 2020/02/18/T14:28:44+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/ Y2 - 2020/02/27/20:35:55 KW - _C:Gambia GMB KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE ER - TY - BLOG TI - Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ AU - Editorma T2 - Caribbean News Global DA - 2020/02/18/T05:57:38+00:00 PY - 2020 LA - en-gb UR - https://www.caribbeannewsglobal.com/government-of-st-lucia-deprives-8000-students-one-laptop-per-child-programme/ Y2 - 2020/12/07/21:21:19 ER - TY - ELEC TI - Government spending €500m for TVET projects AB - The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country. DA - 2020/02/14/T20:04:12+00:00 PY - 2020 LA - en UR - https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Government-spending-500m-for-TVET-projects-866467 Y2 - 2020/08/09/12:10:43 ER - TY - JOUR TI - Broadening artificial intelligence education in K-12: where to start? AU - Wong, Gary K. W. AU - Ma, Xiaojuan AU - Dillenbourg, Pierre AU - Huan, John T2 - ACM Inroads DA - 2020/02/13/ PY - 2020 DO - 10.1145/3381884 DP - DOI.org (Crossref) VL - 11 IS - 1 SP - 20 EP - 29 J2 - ACM Inroads LA - en SN - 2153-2184, 2153-2192 ST - Broadening artificial intelligence education in K-12 UR - https://dl.acm.org/doi/10.1145/3381884 Y2 - 2024/02/24/08:53:34 ER - TY - JOUR TI - Developing Theory Through Integrating Human and Machine Pattern Recognition AU - Lindberg, Aron T2 - Journal of the Association for Information Systems DA - 2020/02/11/ PY - 2020 DO - 10.17705/1jais.00593 VL - 21 IS - 1 SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss1/7 KW - _Added-ailr-2024 ER - TY - JOUR TI - Predicting academic success in higher education: literature review and best practices AU - Alyahyan, Eyman AU - Düştegör, Dilek T2 - International Journal of Educational Technology in Higher Education AB - Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education. DA - 2020/02/10/ PY - 2020 DO - 10.1186/s41239-020-0177-7 DP - Springer Link VL - 17 IS - 1 SP - 3 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - Predicting academic success in higher education UR - https://doi.org/10.1186/s41239-020-0177-7 Y2 - 2022/04/05/20:30:38 ER - TY - BLOG TI - Activating EdTech Jordan: Sprint 6 – Open Development & Education DA - 2020/02/09/ PY - 2020 LA - en-GB ST - Activating EdTech Jordan UR - https://opendeved.net/2020/02/09/activating-edtech-jordan-sprint-6/ Y2 - 2020/04/03/20:52:32 KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - More Than "If Time Allows": The Role of Ethics in AI Education AU - Garrett, Natalie AU - Beard, Nathan AU - Fiesler, Casey T2 - AIES '20: AAAI/ACM Conference on AI, Ethics, and Society C1 - New York NY USA C3 - Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society DA - 2020/02/07/ PY - 2020 DO - 10.1145/3375627.3375868 DP - DOI.org (Crossref) SP - 272 EP - 278 LA - en PB - ACM SN - 978-1-4503-7110-0 ST - More Than "If Time Allows" UR - https://dl.acm.org/doi/10.1145/3375627.3375868 Y2 - 2024/02/24/08:49:16 ER - TY - JOUR TI - Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone AU - Kamara, Alhaji Bakar T2 - Asian Journal of Interdisciplinary Research AB - As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency. DA - 2020/02/06/ PY - 2020 DO - 10.34256/ajir2012 DP - journals.asianresassoc.org SP - 32 EP - 37 LA - en SN - 2581-8430 ST - Challenges of Teachers on Teaching Practice UR - https://journals.asianresassoc.org/index.php/ajir/article/view/548 Y2 - 2023/04/18/11:51:41 KW - Training College ER - TY - JOUR TI - Methodological guidance paper: the art and science of quality systematic reviews AU - Alexander, Patricia A. T2 - Review of Educational Research AB - The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking. DA - 2020/02/01/ PY - 2020 DO - 10.3102/0034654319854352 DP - SAGE Journals VL - 90 IS - 1 SP - 6 EP - 23 J2 - Review of Educational Research SN - 0034-6543 ST - Methodological guidance paper UR - https://doi.org/10.3102/0034654319854352 Y2 - 2021/06/11/19:37:00 KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq AU - Bilagher, M. AU - Kaushik, A. T2 - International Review of Education AB - Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. © 2020, UNESCO Institute for Lifelong Learning and Springer Nature B.V. DA - 2020/02/01/ PY - 2020 DO - 10.1007/s11159-020-09826-1 DP - Springer Link VL - 66 IS - 1 SP - 93 EP - 113 J2 - Int. Rev. Educ. LA - English SN - 00208566 (ISSN) ST - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions UR - https://link.springer.com/content/pdf/10.1007/s11159-020-09826-1.pdf DB - Scopus KW - Accelerated Learning Programmes (ALPs) KW - Evaluation KW - Iraq KW - LMIC KW - Marginalised KW - Sustainable Development Goal KW - Sustainable Development Goal (SDG) 4 KW - United Nations KW - _AcademicRecoveryOECS KW - _Added to LR KW - _G:reviewed KW - access to education KW - education in (post-)conflict environments KW - education in emergencies KW - interview KW - learning KW - mixed KW - policy implementation KW - secondary education KW - survey KW - young population ER - TY - JOUR TI - Predicting and resolving non-completion in higher (online) education – A literature review AU - Delnoij, Laurie E. C. AU - Dirkx, Kim J. H. AU - Janssen, José P. W. AU - Martens, Rob L. T2 - Educational Research Review AB - Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2020.100313 DP - ScienceDirect VL - 29 SP - 100313 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X1930171X Y2 - 2022/04/05/20:37:31 KW - Higher education KW - Intervention KW - Non-completion KW - Predictors KW - Review ER - TY - JOUR TI - Computational Grounded Theory: A Methodological Framework AU - Nelson, Laura K. T2 - Sociological Methods & Research AB - This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions. DA - 2020/02/01/ PY - 2020 DO - 10.1177/0049124117729703 DP - SAGE Journals VL - 49 IS - 1 SP - 3 EP - 42 LA - en SN - 0049-1241 ST - Computational Grounded Theory UR - https://doi.org/10.1177/0049124117729703 Y2 - 2024/01/18/22:32:02 KW - _Added-ailr-2024 ER - TY - JOUR TI - Urban poverty and education. A systematic literature review AU - Silva-Laya, Marisol AU - D'Angelo, Natalia AU - García, Elda AU - Zúñiga, Laura AU - Fernández, Teresa T2 - Educational Research Review AB - This systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995–2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not able to fully satisfy their right to education. Their educational achievement is deficient in terms of learning, educational trajectory and the capacity to aspire to a better future and although they are included in schooling, material deprivation combined with socio-territorial characteristics and cultural and administrative obstacles means that this inclusion occurs in a stratified manner. The findings urge a reexamination of the discussion around the challenge of education in facilitating social mobility. Breaking the cycle between urban poverty and education requires multisectoral public policies with an equity perspective and the coordinated participation of various social actors. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2019.05.002 DP - ScienceDirect VL - 29 SP - 100280 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X18305876 Y2 - 2022/04/05/20:38:15 KW - Academic achievement KW - Aspirations KW - Equity and access KW - School segregation KW - Urban poverty KW - _genre:LR-literature_review ER - TY - RPRT TI - Sprint 6 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0222 CY - Amman, Jordan DA - 2020/02// PY - 2020 LA - English M3 - Sprint Report PB - Activating EdTech SN - 6 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 6 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0231 CY - Amman, Jordan DA - 2020/02// PY - 2020 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 6 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/H9W2X3KM KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:n ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 3 UR - http://docs.edtechhub.org/lib/VM6NXYF3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: An evidence-informed conversation AU - Haßler, Björn AU - Moss, Caitlin CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 1 UR - http://docs.edtechhub.org/lib/SC5NHA65 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:m ER - TY - JOUR TI - A grid-based sample design framework for household surveys AU - Boo, Gianluca AU - Darin, Edith AU - Thomson, Dana R. AU - Tatem, Andrew J. T2 - Gates Open Research AB - Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys. DA - 2020/01/27/ PY - 2020 DO - 10.12688/gatesopenres.13107.1 DP - DOI.org (Crossref) VL - 4 SP - 13 J2 - Gates Open Res LA - en SN - 2572-4754 UR - https://gatesopenresearch.org/articles/4-13/v1 Y2 - 2021/03/18/19:03:40 ER - TY - JOUR TI - A topography of climate change research AU - Callaghan, Max AU - Minx, Jan C. AU - Forster, Piers M. T2 - Nature Climate Change AB - The massive expansion of scientific literature on climate change1 poses challenges for global environmental assessments and our understanding of how these assessments work. Big data and machine learning can help us deal with large collections of scientific text, making the production of assessments more tractable, and giving us better insights about how past assessments have engaged with the literature. We use topic modelling to draw a topic map, or topography, of over 400,000 publications from the Web of Science on climate change. We update current knowledge on the IPCC, showing that compared with the baseline of the literature identified, the social sciences are in fact over-represented in recent assessment reports. Technical, solutions-relevant knowledge—especially in agriculture and engineering—is under-represented. We suggest a variety of other applications of such maps, and our findings have direct implications for addressing growing demands for more solution-oriented climate change assessments that are also more firmly rooted in the social sciences2,3. The perceived lack of social science knowledge in assessment reports does not necessarily imply an IPCC bias, but rather suggests a need for more social science research with a focus on technical topics on climate solutions. The rapid growth of climate change research presents challenges for IPCC assessments and their stated aim of being comprehensive, objective and transparent. Here the authors use topic modelling to map the climate change literature, and assess how well it is represented in IPCC reports. CN - openalex: W3003135817 DA - 2020/01/27/ PY - 2020 DO - 10.1038/s41558-019-0684-5 VL - 10 IS - 2 SP - 118 EP - 123 SN - 1758-678X UR - https://doi.org/10.1038/s41558-019-0684-5 KW - openalex:cites KW - openalex:import KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Mapping research in student engagement and educational technology in higher education: a systematic evidence map AU - Bond, Melissa AU - Buntins, Katja AU - Bedenlier, Svenja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - International Journal of Educational Technology in Higher Education AB - Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was predominantly undertaken within the United States and the United Kingdom, with only limited research undertaken in the Global South, and largely focused on the fields of Arts & Humanities, Education, and Natural Sciences, Mathematics & Statistics. Studies most often used quantitative methods, followed by mixed methods, with little qualitative research methods employed. Few studies provided a definition of student engagement, and less than half were guided by a theoretical framework. The courses investigated used blended learning and text-based tools (e.g. discussion forums) most often, with undergraduate students as the primary target group. Stemming from the use of educational technology, behavioural engagement was by far the most often identified dimension, followed by affective and cognitive engagement. This mapping article provides the grounds for further exploration into discipline-specific use of technology to foster student engagement. DA - 2020/01/22/ PY - 2020 DO - 10.1186/s41239-019-0176-8 DP - BioMed Central VL - 17 IS - 1 SP - 2 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 ST - Mapping research in student engagement and educational technology in higher education UR - https://doi.org/10.1186/s41239-019-0176-8 Y2 - 2022/04/06/00:26:54 KW - Educational technology KW - Evidence map KW - Higher education KW - Student engagement KW - Systematic review KW - _genre:LR-literature_review ER - TY - BLOG TI - Scientists at DSTI go the extra mile to make it easier for children to get to school AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More DA - 2020/01/22/T09:38:40+00:00 PY - 2020 LA - en-US UR - https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/ Y2 - 2020/06/25/17:27:59 ER - TY - JOUR TI - The Impact of Public Finance Management (PFM) Reforms on Education in Tanzania AU - Quak, Evert-jan AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how Public Finance Management (PFM) needs and reforms have affected the education sector in Tanzania, in particular for primary education. The review uses the framework of Piatti-Fünfkirchen and Schneider (2018) to explain the evidence, as it analyses service delivery along efficiency, equity, quality and accountability. By doing this, the review concludes that the way the government manages resources within the education system generally has had a limited, but positive impact on education service delivery outcomes, mainly due to the priority status of the education sector by the government. However, the mechanisms through which PFM affects service delivery remain underexplored in general and in particular for Tanzania. DA - 2020/01/17/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14999 Y2 - 2022/12/18/18:15:22 KW - ⛔ No DOI found ER - TY - JOUR TI - The Political Eeconomy of the Primary Education System in Tanzania AU - Quak, Evert-jan AB - This rapid review synthesises the literature from academic, policy, and knowledge institution sources on the available evidence on the political economy of the primary education system in Tanzania. The review has a specific focus on what political economy analysis tells us about achieving quality education in Tanzania. Different distributions of power shapes decisions and incentives both at the school level as in the overall educations system. From the literature it can be concluded that building accountability mechanisms within a learning environment is one of the most effective ways to align goals, policy and practice and find a power balance in which reforms could result in quality learning outcomes for all. This could be even more important than financial resources. However, it is important to get the balance right between micro and macro level decision-making processes in quality education reforms, as research shows that they reinforce each other. DA - 2020/01/17/ PY - 2020 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14998 Y2 - 2022/12/18/18:16:15 KW - ⛔ No DOI found ER - TY - GEN TI - Professional Development in the OECS Gets an Upgrade! AU - Warner-Arnold, Tracey DA - 2020/01/16/ PY - 2020 UR - https://pressroom.oecs.org/professional-development-in-the-oecs-gets-an-upgrade ER - TY - JOUR TI - Error rates of human reviewers during abstract screening in systematic reviews AU - Wang, Zhen AU - Nayfeh, Tarek AU - Tetzlaff, Jennifer AU - O’Blenis, Peter AU - Murad, Mohammad Hassan T2 - PLOS ONE AB - Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time. DA - 2020/01/14/ PY - 2020 DO - 10.1371/journal.pone.0227742 DP - PLoS Journals VL - 15 IS - 1 SP - e0227742 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742 Y2 - 2024/01/18/22:41:15 KW - Automation KW - Cardiovascular medicine KW - Citation analysis KW - Database searching KW - Health screening KW - Mental health and psychiatry KW - Primary care KW - Systematic reviews ER - TY - JOUR TI - Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation AU - Harrison, Hannah AU - Griffin, Simon J. AU - Kuhn, Isla AU - Usher-Smith, Juliet A. T2 - BMC Medical Research Methodology AB - Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research. DA - 2020/01/13/ PY - 2020 DO - 10.1186/s12874-020-0897-3 DP - Springer Link VL - 20 IS - 1 SP - 7 J2 - BMC Med Res Methodol LA - en SN - 1471-2288 ST - Software tools to support title and abstract screening for systematic reviews in healthcare UR - https://doi.org/10.1186/s12874-020-0897-3 Y2 - 2024/01/18/22:19:36 KW - Feature analysis KW - Screening KW - Software tools KW - Systematic reviews KW - Title and abstract KW - _Added-ailr-2024 ER - TY - JOUR TI - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas: towards spatial inquiries AU - Zhang, Charlie H. AU - Ruther, Matt T2 - GeoJournal DA - 2020/01/11/ PY - 2020 DO - 10.1007/s10708-019-10122-1 DP - DOI.org (Crossref) J2 - GeoJournal LA - en SN - 0343-2521, 1572-9893 ST - Contemporary patterns and issues of school segregation and white flight in U.S. metropolitan areas UR - http://link.springer.com/10.1007/s10708-019-10122-1 Y2 - 2021/03/07/17:11:52 KW - Lebanon_event_2021 KW - _C:Chile CHL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs: Online Survey Conducted between 28 March and 10 April 2020 AU - Children and Youth Council of Thailand AU - UNICEF AU - The United Nations Development Programme (UNDP) AU - The United Nations Populations Fund (UNFPA) DA - 2020/01/05/ PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/12/15:40:05 KW - _COVID_DEAA-List ER - TY - JOUR TI - Supporting Refugee Distance Education: A Review of the Literature AU - Taftaf, Randa AU - Williams, Christy T2 - American Journal of Distance Education AB - The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. DA - 2020/01/02/ PY - 2020 DO - 10.1080/08923647.2020.1691411 DP - Taylor and Francis+NEJM VL - 34 IS - 1 SP - 5 EP - 18 SN - 0892-3647 ST - Supporting Refugee Distance Education UR - https://doi.org/10.1080/08923647.2020.1691411 Y2 - 2022/04/05/20:30:19 KW - _genre:LR-literature_review ER - TY - THES TI - Essays in development economics, human capital and external validity AU - Angrist, N. AB -This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.
DA - 2020/01/01/T00:00:00Z PY - 2020 DP - ora.ox.ac.uk LA - en M3 - http://purl.org/dc/dcmitype/Text PB - University of Oxford UR - https://ora.ox.ac.uk/objects/uuid:bd3906cf-fb3e-428a-b7db-c43bb9d63f3f Y2 - 2021/05/19/15:07:25 ER - TY - JOUR TI - Environmental education outcomes for conservation: A systematic review AU - Ardoin, Nicole M. AU - Bowers, Alison W. AU - Gaillard, Estelle T2 - Biological Conservation AB - Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.biocon.2019.108224 DP - ScienceDirect VL - 241 SP - 108224 J2 - Biological Conservation LA - en SN - 0006-3207 ST - Environmental education outcomes for conservation UR - https://www.sciencedirect.com/science/article/pii/S0006320719307116 Y2 - 2022/04/05/20:37:06 KW - Conservation social sciences KW - Environmental education KW - Environmental management KW - Public engagement KW - Research-implementation spaces KW - Systematic review ER - TY - JOUR TI - Beyond COVID-19 supernova. Is another education coming? AU - Azorín, Cecilia T2 - Journal of Professional Capital and Community AB - Purpose This article explores social and educational responses to COVID-19 as seen through the lens of the Spanish education, in which professional capital and community is at the epicenter of the fight against the pandemic. Design/methodology/approach This is a reflective and forward-thinking piece in which educators are presented as first responders to the crisis. The article is structured in four parts. First, the opportunities and barriers that COVID-19 is encountering in 21st-century education are commented on. Second, there is recognition of the need to be connected more than ever; and the vital role of networks. Third, the article discusses the effort to realize the maxim “not to leave anyone behind.” Fourth, the last section summarizes the key points related to the aspects to which education should devote its efforts in the coming months and years in Spain. Findings There is a set of reasons why the Spanish education system is extremely vulnerable to the consequences caused by COVID-19, and these include, among others: the high rates of socioeconomic segregation, of school dropouts and of academic failure; poor culture of networking and collaboration; overcrowded classrooms that hinders quality education; an obsolete curriculum; the consideration of education as a political currency; the need to strengthen bimodal education; and teachers' obligation to update their digital competences. Originality/value The article questions whether another education is possible beyond the pandemic and promotes a deep reflection in this particular context for practitioners and policymakers on which topics more attention could be focused during this time of turmoil. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JPCC-05-2020-0019 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 2056-9548 UR - https://doi.org/10.1108/JPCC-05-2020-0019 Y2 - 2020/08/12/16:56:56 KW - Collective capacity KW - Community engagement KW - Educational change KW - Networks KW - __C:filed:1 ER - TY - RPRT TI - Accelerated Learning and EdTech: A Rapid Evidence Review AU - Damani, Kalifa DA - 2020/01/01/ PY - 2020 LA - en PB - EdTech Hub ST - Accelerated Learning and EdTech KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A review of project-based learning in higher education: Student outcomes and measures AU - Guo, Pengyue AU - Saab, Nadira AU - Post, Lysanne S. AU - Admiraal, Wilfried T2 - International Journal of Educational Research AB - Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.ijer.2020.101586 DP - ScienceDirect VL - 102 SP - 101586 J2 - International Journal of Educational Research LA - en SN - 0883-0355 ST - A review of project-based learning in higher education UR - https://www.sciencedirect.com/science/article/pii/S0883035519325704 Y2 - 2022/04/05/20:37:18 KW - Higher education KW - Learning outcomes KW - Measurement instruments KW - Project-based learning KW - Review ER - TY - JOUR TI - Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced AU - Jacobson, Lauren AU - Regan, Alexandra AU - Heidari, Shirin AU - Onyango, Monica Adhiambo T2 - Sexual and Reproductive Health Matters DA - 2020/01/01/ PY - 2020 DO - 10.1080/26410397.2020.1822493 DP - Taylor and Francis+NEJM VL - 28 IS - 1 SP - 1822493 SN - null ST - Transactional sex in the wake of COVID-19 UR - https://doi.org/10.1080/26410397.2020.1822493 Y2 - 2020/11/10/13:14:09 KW - COVID-19 KW - forcibly displaced people KW - sexual and reproductive health KW - transactional sex ER - TY - JOUR TI - Social economic impact of COVID-19 outbreak in India AU - M., Sandeep Kumar AU - V., Maheshwari AU - J., Prabhu AU - M., Prasanna AU - P., Jayalakshmi AU - P., Suganya AU - M.B., Benjula Anbu Malar AU - Jothikumar, R. T2 - International Journal of Pervasive Computing and Communications AB - Purpose of this study The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the internet of things (IoT) market. To overcome all the above issues, IoT devices and sensors can be used to track and monitor the movement of the people, so that necessary actions can be taken to prevent the spread of coronavirus disease (COVID-19). Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. Design/methodology/approach To respond to the global COVID-19 outbreak, the social-economic implications of COVID-19 on specific dimensions of the global economy are analyzed in this study. The situations of COVID-19 will certainly have an adverse effect over and above health care on factors of the IoT market. To overcome these issues IoT devices and sensors can be used to track and monitor the movement of the people so that necessary actions can be taken to prevent the spread of COVID-19. Mobile devices can be used for contact tracing of the affected person by analyzing the geomap of the travel history. This will prevent the spread and reset the economy to the normal condition. A few reviews, approaches, and guidelines are provided in this article along these lines. Moreover, insights about the effects of the pandemic on various sectors such as agriculture, medical industry, finance, information technology, manufacturing and many others are provided. These insights may support strategic decision making and policy framing activities for the top level management in private and government sectors. Findings With insecurities of a new recession and economic crisis, key moments such as these call for strong and powerful governance in health, business, government, and large society. Instant support measures have to be initiated and adapted for those who can drop through the cracks. Mid- and long-term strategies are required to stabilize and motivate the economy during this recession. Originality/value A comprehensive social-economic development strategy that consists of sector by sector schemes and infrastructure that supports business to ensure the success of those with reliable and sustainable business models is necessary. From the literature analysis and real world observations it is concluded that the IoT, sensors, wearable devices and computational technologies plays major role in preserving the economy of the country by preventing the spread of COVID-19. DA - 2020/01/01/ PY - 2020 DO - 10.1108/IJPCC-06-2020-0053 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 1742-7371 UR - https://doi.org/10.1108/IJPCC-06-2020-0053 Y2 - 2020/08/12/17:25:07 KW - COVID-19 KW - Implication KW - Industry KW - IoT and wearable devices KW - Socio-economic growth ER - TY - JOUR TI - Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review AU - Menon, Shalini AU - Suresh, M. T2 - International Journal of Sustainability in Higher Education AB - Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs. DA - 2020/01/01/ PY - 2020 DO - 10.1108/IJSHE-03-2020-0089 DP - Emerald Insight VL - 21 IS - 5 SP - 1015 EP - 1051 SN - 1467-6370 ST - Synergizing education, research, campus operations, and community engagements towards sustainability in higher education UR - https://doi.org/10.1108/IJSHE-03-2020-0089 Y2 - 2022/04/05/20:37:14 KW - Campus operations KW - Higher education KW - Outreach programs KW - Sustainability KW - Sustainable education and research ER - TY - JOUR TI - Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources Amidst COVID-19 AU - Pace, Christi AU - Pettit, Stacie AU - Barker, Kim T2 - Becoming: Journal of the Georgia Association for Middle Level Education DA - 2020/01/01/ PY - 2020 DO - 10.20429/becoming.2020.310102 VL - 31 IS - 1 SP - 2 EP - 13 SN - 2641-7715 ST - Best Practices in Middle Level Quaranteaching UR - https://digitalcommons.georgiasouthern.edu/becoming_journal/vol31/iss1/2 KW - __C:filed:1 ER - TY - JOUR TI - A rapid response to COVID-19: one district’s pivot from technology integration to distance learning AU - Peterson, Lana AU - Scharber, Cassie AU - Thuesen, Amy AU - Baskin, Katie T2 - Information and Learning Sciences AB - Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning. DA - 2020/01/01/ PY - 2020 DO - 10.1108/ILS-04-2020-0131 DP - Emerald Insight VL - 121 IS - 5/6 SP - 461 EP - 469 SN - 2398-5348 ST - A rapid response to COVID-19 UR - https://doi.org/10.1108/ILS-04-2020-0131 Y2 - 2020/08/12/17:25:24 KW - COVID-19 KW - Case study KW - Crisis remote learning KW - Distance learning KW - Pragmatic guidelines KW - Technology integration KW - _C:India IND KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye AB - [No description available.] DA - 2020/01/01/ PY - 2020 DO - 10.5281/zenodo.4768571 DP - Zenodo ST - EdTech Innovation for COVID-19 UR - https://zenodo.org/record/4768571 Y2 - 2022/12/19/02:46:46 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Will the pandemic change schools? AU - Sahlberg, Pasi T2 - Journal of Professional Capital and Community AB - Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JPCC-05-2020-0026 DP - Emerald Insight VL - ahead-of-print IS - ahead-of-print SN - 2056-9548 UR - https://doi.org/10.1108/JPCC-05-2020-0026 Y2 - 2020/08/12/17:00:34 KW - COVID-19 KW - Professionalism KW - School change KW - __C:filed:1 ER - TY - JOUR TI - Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk: theoretical arguments and suggested recommendations AU - Teixeira da Silva, Jaime A. T2 - Online Information Review AB - Purpose Thousands of preprints related to Covid-19 have effused into the academic literature. Even though these are not peer-reviewed documents and have not been vetted by medical or other experts, several have been cited, while others have been widely promoted by the media. While many preprints eventually find their way into the published literature, usually through integrated publishing streams, there is a small body of preprints that have been opaquely withdrawn/retracted, without suitable reasons, leaving only a vestigial or skeletal record online. Others have, quite literally, vanished. This paper aims to examine some of those cases. Design/methodology/approach For peer-reviewed literature, a retracted academic paper is usually water-marked with “RETRACTED” across each page of the document, as recommended by ethical bodies such as the Committee on Publication Ethics, which represents thousands of journals and publishers. Curiously, even though pro-preprint groups claim that preprints are an integral part of the publication process and a scholarly instrument, there are no strict, detailed or established ethical guidelines for preprints on most preprint servers. This paper identifies select withdrawn/retracted preprints and emphasizes that the opaque removal of preprints from the scholarly record may constitute unscholarly, possibly even predatory or unethical, behavior. Findings Strict ethical guidelines are urgently needed for preprints, and preprint authors, in the case of misconduct, should face the same procedure and consequences as standard peer-reviewed academic literature. Originality/value Journals and publishers that have silently retracted or withdrawn preprints should reinstate them, as for regular retracted literature, except for highly exceptional cases. DA - 2020/01/01/ PY - 2020 DO - 10.1108/OIR-08-2020-0371 DP - Emerald Insight VL - 45 IS - 4 SP - 751 EP - 757 SN - 1468-4527 ST - Silently withdrawn or retracted preprints related to Covid-19 are a scholarly threat and a potential public health risk UR - https://doi.org/10.1108/OIR-08-2020-0371 Y2 - 2021/10/05/18:37:57 KW - Acceptance and rejection KW - Biomedicine KW - Correction of the literature KW - Open access KW - Peer review KW - Preprints KW - Retractions KW - SARS-CoV-2 virus KW - Withdrawals ER - TY - JOUR TI - Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach AU - Zee, Marjolein AU - de Bree, Elise AU - Hakvoort, Britt AU - Koomen, Helma M. Y. T2 - Journal of Applied Developmental Psychology AB - This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students with ADHD themselves, reported higher levels of conflict in relationships. Additionally, teachers experienced less closeness and more conflict in relationships with children with ASD. The lower levels of closeness were also reported by classmates, but not by students with ASD themselves. Last, students with dyslexia experienced less closeness and conflict with their teacher, whereas their classmates and teachers reported more closeness and less conflict in relationships. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.appdev.2019.101101 DP - ScienceDirect VL - 66 SP - 101101 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 ST - Exploring relationships between teachers and students with diagnosed disabilities UR - https://www.sciencedirect.com/science/article/pii/S0193397319300772 Y2 - 2022/04/07/14:35:55 KW - ADHD KW - ASD KW - Dyslexia KW - Multi-informant approach KW - Student–teacher relationship ER - TY - JOUR TI - Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA AU - Abd El Karim, Ashraf AU - Awawdeh, Mohsen M. T2 - Sustainability AB - The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities. DA - 2020/01// PY - 2020 DO - 10.3390/su12041412 DP - www.mdpi.com VL - 12 IS - 4 SP - 1412 LA - en SN - 2071-1050 UR - https://www.mdpi.com/2071-1050/12/4/1412 Y2 - 2022/04/18/18:15:55 KW - AHP KW - KSA vision 2030 KW - MCDA KW - network analysis KW - quality of life KW - service accessibility KW - spatial suitability ER - TY - RPRT TI - Toward Successful Development Policies: Insights from Research in Development Economics AU - Artuc, Erhan AU - Cull, Robert AU - Dasgupta, Susmita AU - Fattal, Roberto AU - Filmer, Deon AU - Gine, Xavier AU - Jacoby, Hanan AU - Jolliffe, Dean AU - Kee, Hiau Looi AU - Klapper, Leora AU - Kraay, Aart AU - Loayza, Norman AU - Mckenzie, David AU - Ozler, Berk AU - Rao, Vijayendra AU - Rijkers, Bob AU - Schmukler, Sergio L. AU - Toman, Michael AU - Wagstaff, Adam AU - Woolcock, Michael AB - What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas. CY - Washington, DC DA - 2020/01// PY - 2020 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Toward Successful Development Policies UR - https://openknowledge.worldbank.org/handle/10986/33289 Y2 - 2022/12/18/20:26:36 KW - Agricultural Economics KW - Development Economics KW - Development Policy KW - Economic Growth KW - Education KW - Environmental Economics KW - Final_citation KW - Financial Economics KW - Health KW - International Economics KW - Macroeconomics KW - Monetary Economics KW - Natural Resource Economics KW - Public Economics KW - Welfare KW - cited KW - existing ER - TY - RPRT TI - Strengthening Teaching Accountability to Reach All Students AU - Beg, Sabrin AU - Fitzpatrick, Anne AU - Lucas, Adrienne AU - Tsinigo, Edward DA - 2020/01// PY - 2020 DP - Zotero SP - 43 LA - en PB - IPA Ghana SN - Working paper KW - C:Ghana KW - _C:Ghana GHA KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Transformation in Higher Education Institutions: A Systematic Literature Review AU - Benavides, Lina María Castro AU - Tamayo Arias, Johnny Alexander AU - Arango Serna, Martín Darío AU - Branch Bedoya, John William AU - Burgos, Daniel T2 - Sensors AB - Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced. DA - 2020/01// PY - 2020 DO - 10.3390/s20113291 DP - www.mdpi.com VL - 20 IS - 11 SP - 3291 LA - en SN - 1424-8220 ST - Digital Transformation in Higher Education Institutions UR - https://www.mdpi.com/1424-8220/20/11/3291 Y2 - 2022/04/05/20:37:11 KW - digital transformation KW - digitalization KW - higher education institution KW - systematic literature review KW - university ER - TY - JOUR TI - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action AU - Espino-Díaz, Luis AU - Fernandez-Caminero, Gemma AU - Hernandez-Lloret, Carmen-Maria AU - Gonzalez-Gonzalez, Hugo AU - Alvarez-Castillo, Jose-Luis T2 - Sustainability AB - 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. DA - 2020/01// PY - 2020 DO - 10.3390/su12145646 DP - www.mdpi.com VL - 12 IS - 14 SP - 5646 LA - en ST - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift UR - https://www.mdpi.com/2071-1050/12/14/5646 Y2 - 2020/08/12/17:20:06 KW - COVID-19 KW - ICT KW - __C:filed:1 KW - neuroeducation KW - stress KW - teachers ER - TY - JOUR TI - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons AU - La, Viet-Phuong AU - Pham, Thanh-Hang AU - Ho, Manh-Toan AU - Nguyen, Minh-Hoang AU - P. Nguyen, Khanh-Linh AU - Vuong, Thu-Trang AU - Nguyen, Hong-Kong T. AU - Tran, Trung AU - Khuc, Quy AU - Ho, Manh-Tung AU - Vuong, Quan-Hoang T2 - Sustainability AB - Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis. DA - 2020/01// PY - 2020 DO - 10.3390/su12072931 DP - www.mdpi.com VL - 12 IS - 7 SP - 2931 LA - en ST - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak UR - https://www.mdpi.com/2071-1050/12/7/2931 Y2 - 2020/08/12/17:20:39 KW - COVID-19 KW - SARS-CoV-2 KW - Vietnam KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Nigeria NGA KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - coronavirus KW - pandemic KW - policy response KW - public health system KW - science journalism KW - social media ER - TY - JOUR TI - Using GIS and Machine Learning to Classify Residential Status of Urban Buildings in Low and Middle Income Settings AU - Lloyd, Christopher T. AU - Sturrock, Hugh J. W. AU - Leasure, Douglas R. AU - Jochem, Warren C. AU - Lázár, Attila N. AU - Tatem, Andrew J. T2 - Remote Sensing AB - Utilising satellite images for planning and development is becoming a common practice as computational power and machine learning capabilities expand. In this paper, we explore the use of satellite image derived building footprint data to classify the residential status of urban buildings in low and middle income countries. A recently developed ensemble machine learning building classification model is applied for the first time to the Democratic Republic of the Congo, and to Nigeria. The model is informed by building footprint and label data of greater completeness and attribute consistency than have previously been available for these countries. A GIS workflow is described that semiautomates the preparation of data for input to the model. The workflow is designed to be particularly useful to those who apply the model to additional countries and use input data from diverse sources. Results show that the ensemble model correctly classifies between 85% and 93% of structures as residential and nonresidential across both countries. The classification outputs are likely to be valuable in the modelling of human population distributions, as well as in a range of related applications such as urban planning, resource allocation, and service delivery. DA - 2020/01// PY - 2020 DO - 10.3390/rs12233847 DP - www.mdpi.com VL - 12 IS - 23 SP - 3847 LA - en UR - https://www.mdpi.com/2072-4292/12/23/3847 Y2 - 2021/03/18/19:01:58 KW - building classification KW - building footprint KW - machine learning KW - residential KW - superlearner ER - TY - JOUR TI - E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research AU - Tinoco-Giraldo, Harold AU - Torrecilla Sánchez, Eva María AU - García-Peñalvo, Francisco José T2 - Sustainability AB - Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success. DA - 2020/01// PY - 2020 DO - 10.3390/su12114344 DP - www.mdpi.com VL - 12 IS - 11 SP - 4344 LA - en SN - 2071-1050 ST - E-Mentoring in Higher Education UR - https://www.mdpi.com/2071-1050/12/11/4344 Y2 - 2022/04/05/20:37:24 KW - e-mentoring KW - higher education KW - literature review KW - mapping KW - open educational resources KW - sustainable education ER - TY - JOUR TI - Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 AU - Tran, Trung AU - Hoang, Anh-Duc AU - Nguyen, Yen-Chi AU - Nguyen, Linh-Chi AU - Ta, Ngoc-Thuy AU - Pham, Quang-Hong AU - Pham, Chung-Xuan AU - Le, Quynh-Anh AU - Dinh, Viet-Hung AU - Nguyen, Tien-Trung T2 - Sustainability AB - The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents. DA - 2020/01// PY - 2020 DO - 10.3390/su12104195 DP - www.mdpi.com VL - 12 IS - 10 SP - 4195 LA - en ST - Toward Sustainable Learning during School Suspension UR - https://www.mdpi.com/2071-1050/12/10/4195 Y2 - 2020/08/12/16:56:20 KW - COVID-19 KW - SDG4 KW - Vietnam KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - learning habit KW - occupational aspiration KW - school closure KW - secondary school KW - socioeconomic KW - sustainable education ER - TY - JOUR TI - Digital Undergraduate Education in Dentistry: A Systematic Review AU - Zitzmann, Nicola U. AU - Matthisson, Lea AU - Ohla, Harald AU - Joda, Tim T2 - International Journal of Environmental Research and Public Health AB - The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education. DA - 2020/01// PY - 2020 DO - 10.3390/ijerph17093269 DP - www.mdpi.com VL - 17 IS - 9 SP - 3269 LA - en SN - 1660-4601 ST - Digital Undergraduate Education in Dentistry UR - https://www.mdpi.com/1660-4601/17/9/3269 Y2 - 2022/04/05/20:30:25 KW - _genre:LR-literature_review KW - augmented reality (AR) KW - dental education KW - digital dentistry KW - virtual reality (VR) ER - TY - JOUR TI - Berufsbildungsgesetz (BBiG) DA - 2020/// PY - 2020 DP - Zotero SP - 66 LA - de KW - __C:filed:1 ER - TY - RPRT TI - Delivering distance learning in emergencies: A review of evidence and best practice DA - 2020/// PY - 2020 PB - USAID ER - TY - ELEC TI - Evidence T2 - Teaching at the Right Level AB - Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers... DA - 2020/// PY - 2020 LA - en-ZA UR - https://www.teachingattherightlevel.org/evidence/ Y2 - 2020/07/27/15:48:19 ER - TY - JOUR TI - Impact of Coronavirus Pandemic on Education T2 - Journal of Education and Practice AB - Coronavirus Disease (COVID-19) outbreak poses serious concerns to global education systems. Efforts to contain COVID-19 prompted unscheduled closure of schools in more than 100 countries worldwide. COVID-19 school closures left over one billion learners out of school. The study investigates the impact of COVID-19 on education. Data were collected through structured questionnaires administered to 200 respondents that consist of teachers, students, parents, and policy makers selected from different countries. The collected data were analyzed using STATA/Regression. The results show that COVID-19 has adverse effects on education including, learning disruptions, and decreased access to education and research facilities, Job losses and increased student debts. The findings also show that many educators and students relied on technology to ensure continued learning online during the Coronavirus pandemic. However, online education was hindered by poor infrastructures including, network, power, inaccessibility and unavailability issues and poor digital skills. The study underscores the damaging effects of COVID-19 on education sector and the need for all educational institutions, educators, and learners to adopt technology, and improve their digital skills in line with the emerging global trends and realities in education. DA - 2020/05// PY - 2020 DO - 10.7176/JEP/11-13-12 DP - DOI.org (Crossref) J2 - JEP LA - en UR - https://iiste.org/Journals/index.php/JEP/article/view/52821 Y2 - 2020/08/12/17:19:59 KW - __C:filed:1 ER - TY - ELEC TI - Jahresgutachten 2020 DA - 2020/// PY - 2020 UR - https://www.svr-migration.de/publikationen/jahresgutachten-2020/ Y2 - 2022/05/03/13:24:16 ER - TY - BLOG TI - Rapid Evidence Review: Girls' Education and EdTech T2 - EdTech Hub AB - Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […] DA - 2020/// PY - 2020 LA - en-GB ST - Rapid Evidence Review UR - https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/ Y2 - 2020/07/30/16:46:49 KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - References from: Cobb, C. D. (2020). DA - 2020/// PY - 2020 DP - Zotero SP - 8 LA - en ER - TY - GEN TI - Some interesting papers on SEND DA - 2020/// PY - 2020 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Stakeholder Participation Planning Tool (for Evaluation) DA - 2020/// PY - 2020 DP - Zotero LA - en ER - TY - BLOG TI - Statement: DFID merged into FCO – ODI Response T2 - ODI AB - ODI’s Chief Executive, Sara Pantuliano, reacts to today’s announcement of the merger between the Department for International Development and the FCO. DA - 2020/// PY - 2020 LA - en ST - Statement UR - https://www.odi.org/news/17049-statement-dfid-merged-fco-odi-response Y2 - 2020/06/22/12:35:11 ER - TY - RPRT TI - Teacher Monitoring Pilot CY - Sierra Leone DA - 2020/// PY - 2020 PB - Teacher Service Commission (Sierra Leone) UR - https://sleams.org/ Y2 - 2020/07/15/11:12:14 ER - TY - RPRT TI - The State of Digital Accessibility 2020 DA - 2020/// PY - 2020 PB - G3ict UR - https://g3ict.org/publication/the-state-of-digital-accessibility-2020 Y2 - 2020/08/19/14:19:28 ER - TY - ELEC TI - VolkswagenStiftung DA - 2020/// PY - 2020 UR - https://www.volkswagenstiftung.de/en/foundation Y2 - 2020/08/07/16:34:18 ER - TY - JOUR TI - Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria AU - Abba, Habu Yusuf AU - Bint Abdul-Majid, Roshida AU - Ahmed, Muhammad Hamdan AU - Said, El-Nafaty Abbas T2 - Journal of Xi'an University of Architecture & Technology DA - 2020/// PY - 2020 DP - Google Scholar VL - 12 SP - 4838 EP - 4846 KW - BE:LMIC KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - THES TI - Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis) AU - Adam, Taskeen CY - Cambridge, UK DA - 2020/// PY - 2020 PB - University of Cambridge KW - Author:OpenDevEd ER - TY - CONF TI - Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] AU - Adam, Taskeen T2 - The Care in Openness AB - As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. C3 - OER20 DA - 2020/// PY - 2020 DO - 10.5334/jime.557 DP - oer20.oerconf.org LA - en-US ST - Between Social Justice and Decolonisation UR - https://oer20.oerconf.org/sessions/o-143/ Y2 - 2020/04/20/21:15:07 KW - Author:OpenDevEd ER - TY - RPRT TI - Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wacharia, Wairimu AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma DA - 2020/// PY - 2020 PB - ESSA, Zizi Afrique, EdTech Hub UR - https://docs.edtechhub.org/lib/S9MFQ8KB KW - Author:OpenDevEd KW - _EdTechHub_Output KW - _GS:not_indexed KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CONF TI - An Overview of Chatbot Technology AU - Adamopoulou, Eleni AU - Moussiades, Lefteris A2 - Maglogiannis, Ilias A2 - Iliadis, Lazaros A2 - Pimenidis, Elias T3 - IFIP Advances in Information and Communication Technology AB - 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. C1 - Cham C3 - Artificial Intelligence Applications and Innovations DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-49186-4_31 DP - Springer Link SP - 373 EP - 383 LA - en PB - Springer International Publishing SN - 978-3-030-49186-4 KW - Artificial Intelligence KW - Chatbot KW - Chatbot architecture KW - Machine learning KW - NLU ER - TY - GEN TI - The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year AU - Adkins, Sam S. DA - 2020/// PY - 2020 LA - en UR - https://users.neo.registeredsite.com/9/8/1/17460189/assets/Metaari-2019-Global-Learning-Technology-Investment-Patterns.pdf KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - The Digital Transformation Strategy AU - African Union CY - Addis Ababa, Ethiopia DA - 2020/// PY - 2020 PB - African Union UR - https://au.int/en/documents/20200518/digital-transformation-strategy-africa-2020-2030 ER - TY - JOUR TI - Understanding the Effect of Covid-19 on the Education System and the Students in India AU - Ahlawat, Bhavna T2 - International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151 DA - 2020/// PY - 2020 DP - Google Scholar KW - ⛔ No DOI found ER - TY - NEWS TI - Teaching at the Bottom of the Pyramid AU - Akyeampong, Kwame T2 - LBOP2 PRE-CONF DRAFT AB - LBOP2 PRE-CONF DRAFT Sept 23, 2020 Teaching at the bottom of the pyramid: Teacher Education in Poor and Marginalised Communities Kwame Akyeampong The Open University Abstract The goal of providing quality education for every child is only achievable if every child has access to a teache... DA - 2020/// PY - 2020 LA - en-GB UR - https://docs.google.com/document/u/1/d/1Y_BI6ck8TTzcMgbdrlHnnyjzGIkLuWtS1CqY2xDjRi0/edit?usp=embed_facebook Y2 - 2020/12/04/10:26:38 ER - TY - JOUR TI - Introducing tablet computers to a rural primary school: An activity theory case study AU - Al-Huneini, Hamood AU - Walker, S. Aisha AU - Badger, Richard T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103648 DP - Google Scholar VL - 143 SP - 103648 ST - Introducing tablet computers to a rural primary school KW - __C:filed:1 ER - TY - RPRT TI - PER4. UIS EdTech Indicators [English/Arabic] AU - Alawamleh, Nour AU - Abed, Reema AU - Khalayleh, Abdullah AU - Metni, Eliane AU - Haßler, Björn CN - 0238 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 4 [en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence KW - language:Arabic KW - language:English ER - TY - CHAP TI - En Route to Implementation Science 3.0 AU - Albers, Bianca AU - Shlonsky, Aron AU - Mildon, Robyn T2 - Implementation Science 3.0 CY - Cham DA - 2020/// PY - 2020 DP - K10plus ISBN LA - eng PB - Springer SN - 978-3-030-03874-8 978-3-030-03873-1 ER - TY - BOOK TI - Implementation Science 3.0 A3 - Albers, Bianca A3 - Shlonsky, Aron A3 - Mildon, Robyn CY - Cham DA - 2020/// PY - 2020 DP - K10plus ISBN SP - 324 LA - eng PB - Springer SN - 978-3-030-03874-8 978-3-030-03873-1 ER - TY - JOUR TI - A review of optimization algorithms for university timetable scheduling AU - Alghamdi, Hayat AU - Alsubait, Tahani AU - Alhakami, Hosam AU - Baz, Abdullah T2 - Engineering, Technology & Applied Science Research DA - 2020/// PY - 2020 DO - 10.48084/etasr.3832 DP - Google Scholar VL - 10 IS - 6 SP - 6410 EP - 6417 ER - TY - CONF TI - Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. C1 - Spain C3 - “Passive and Low Energy Architecture” (PLEA) Conference via zoom at La Corona DA - 2020/// PY - 2020 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Access to educational technology and its implications on learning outcomes of 15-year olds in Saudi Arabia empirical evidence from OECD PISA 2018 in the context of COVID-19 AU - Aljabri, Nayyaf AU - Bhutoria, Aditi T2 - Journal of Educational Science DA - 2020/// PY - 2020 DP - Google Scholar VL - 6 IS - 1 SP - 367 EP - 400 KW - ⛔ No DOI found ER - TY - BLOG TI - DFID and FCO merger: Let us learn from our past AU - Allier-Gagneur, Zoé T2 - Open Development & Education AB - On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […] DA - 2020/// PY - 2020 LA - en ST - Department for International Development merger with Foreign and Commonwealth Office UR - https://opendeved.net/2020/06/23/department-for-international-development-merger-with-foreign-and-commonwealth-office/ KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons AU - Amiel, Tel AU - ter Haar, Ewout AU - Vieira, Miguel Said AU - Soares, Tiago Chagas T2 - Radical Solutions and Open Science: An Open Approach to Boost Higher Education A2 - Burgos, Daniel T3 - Lecture Notes in Educational Technology AB - The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward. CY - Singapore DA - 2020/// PY - 2020 DP - Springer Link SP - 69 EP - 89 LA - en PB - Springer SN - 9789811542763 ST - Who Benefits from the Public Good? UR - https://doi.org/10.1007/978-981-15-4276-3_5 Y2 - 2022/10/24/03:19:52 KW - Open education KW - Open educational resources KW - Private sector ER - TY - JOUR TI - On the Ventilation performance of low momentum confluent jets supply device in a classroom AU - Andersson, Harald AU - Kabanshi, Alan AU - Cehlin, Mathias AU - Moshfegh, Bahram T2 - Energies DA - 2020/// PY - 2020 DO - 10.3390/en13205415 DP - Google Scholar VL - 13 IS - 20 SP - 5415 KW - BE:RELEVANT ER - TY - JOUR TI - Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. AU - Andrew, Alison AU - Attanasio, Orazio AU - Augsburg, Britta AU - Day, Monimalika AU - Grantham‐McGregor, Sally AU - Meghir, Costas AU - Mehrin, Fardina AU - Pahwa, Smriti AU - Rubio‐Codina, Marta T2 - Journal of Child Psychology and Psychiatry AB - Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas. DA - 2020/// PY - 2020 DO - 10.1111/jcpp.13171 VL - 61 IS - 6 SP - 644 EP - 652 LA - en SN - 1469-7610 ST - Effects of a scalable home-visiting intervention on child development in slums of urban India UR - https://acamh.onlinelibrary.wiley.com/doi/full/10.1111/jcpp.13171 KW - Child development KW - home visiting KW - parent–child interaction ER - TY - JOUR TI - Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance AU - Ang, Rebecca P. AU - Ong, Soo Lin AU - Li, Xiang T2 - Frontiers in Psychology AB - There is limited knowledge concerning children’s relationships with their teachers, and specifically, we lack a suitable, culturally appropriate measurement instrument for assessing the teacher-student relationship from the student’s perspective in Asia. This study used attachment theory as a theoretical framework to understand teacher-student relationships. Using a dataset from the Ministry of Education (MOE) of Singapore, the authors developed and validated a student version of the Teacher-Student Relationship Inventory (S-TSRI), with good psychometric properties for Singaporean children. The three-factor S-TSRI model comprising the factors satisfaction, instrumental help, and conflict was first established by exploratory factor analysis (EFA) and confirmed by confirmatory factor analysis (CFA). Through subsequent multigroup CFAs, we found that the factorial invariance was supported across gender, grade levels, and students of different academic levels, represented by the pass and fail groups. The structural model was tested in the total, pass, and fail groups. For the total and pass groups, the factors satisfaction and instrumental help showed significant positive relationships with a sense of school belonging, and negative or non-significant relationships with aggression. The conflict factor showed a weaker negative or non-significant relationship with a sense of school belonging, and a positive relationship with aggression. For the fail group, identical results were obtained with one exception; this was discussed in light of the fail group having a different needs profile. Findings from this study show that the 14-item S-TSRI measure has robust psychometric properties and yields scores that are reliable and valid in this large sample of primary school students from Singapore. DA - 2020/// PY - 2020 DO - 10.3389/fpsyg.2020.01724 DP - Frontiers VL - 11 SN - 1664-1078 ST - Student Version of the Teacher–Student Relationship Inventory (S-TSRI) UR - https://www.frontiersin.org/article/10.3389/fpsyg.2020.01724 Y2 - 2022/04/01/12:00:22 ER - TY - RPRT TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F Halsey AU - Sabarwal, Shwetlena CY - Washington, D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 48 LA - en M3 - Working Paper PB - World Bank UR - http://documents1.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf KW - ___duplicate_item KW - ⛔ No DOI found ER - TY - JOUR TI - How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena DA - 2020/// PY - 2020 DO - 10.1596/1813-9450-9450 DP - Google Scholar ST - How to improve education outcomes most efficiently? KW - ___duplicate_item ER - TY - THES TI - Continuing Professional Development (CPD) of Teacher Educators (TEs) within the ecological environment of the island territories of the Organisation of Eastern Caribbean States (OECS) AU - Antonio, Desiree DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Liverpool ER - TY - CHAP TI - Deep Learning and Machine Learning in Hydrological Processes Climate Change and Earth Systems a Systematic Review AU - Ardabili, Sina AU - Mosavi, Amir AU - Dehghani, Majid AU - Várkonyi-Kóczy, Annamária R. T2 - Engineering for Sustainable Future A2 - Várkonyi-Kóczy, Annamária R. CY - Cham DA - 2020/// PY - 2020 DP - DOI.org (Crossref) VL - 101 SP - 52 EP - 62 LA - en PB - Springer International Publishing SN - 978-3-030-36840-1 978-3-030-36841-8 UR - http://link.springer.com/10.1007/978-3-030-36841-8_5 Y2 - 2024/02/24/11:09:18 ER - TY - JOUR TI - Design-Based Research AU - Armstrong, Matthew AU - Dopp, Cade AU - Welsh, Jesse T2 - The Students' Guide to Learning Design and Research DA - 2020/// PY - 2020 DP - edtechbooks.org LA - en UR - https://edtechbooks.org/studentguide/design-based_research Y2 - 2022/12/21/18:11:33 KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19, Schooling and Learning AU - Asadullah, Niaz DA - 2020/// PY - 2020 DP - Zotero LA - en PB - BRAC UR - https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List KW - ⛔ No DOI found ER - TY - RPRT TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - http://documents1.worldbank.org/curated/en/328261589899308503/pdf/Remote-learning-Time-Use-and-Mental-Health-of-Ecuadorian-High-School-Studentsduring-the-COVID-19-Quarantine.pdf KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 20 ST - How equitable are South-North partnerships in education research? KW - ⛔ No DOI found ER - TY - JOUR TI - Interventions in LICs and LMICs to improve air quality and/or mitigate its impacts AU - Avis, William AU - Bartington, Suzanne DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können AU - Azahaf, Najim T2 - Policy Brief Migration DA - 2020/05// PY - 2020 PB - Bertelsmann Stiftung. UR - https://www.bertelsmann-stiftung.de/fileadmin/files/Projekte/Migration_fair_gestalten/IB_Policy_Brief_2020_Transnationale_Partnerschaften.pdf Y2 - 2022/05/03/13:13:43 ER - TY - BOOK TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates AU - Azevedo, Joao Pedro AU - Hasan, Amer AU - Goldemberg, Diana AU - Iqbal, Syedah Aroob AU - Geven, Koen DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes UR - http://hdl.handle.net/10986/33945 Y2 - 2021/06/07/20:40:02 KW - ___duplicate_item ER - TY - JOUR TI - The Cost-Benefit and Cost-effectiveness of Providing Menstrual Cups and Sanitary Pads to Schoolgirls in Rural Kenya AU - Babagoli, M. AU - Benshaul-Tolonen, Anja AU - Zulaika, Garazi AU - Nyothach, Elizabeth AU - Oduor, Clifford AU - Obor, David AU - Mason, Linda AU - Kerubo, Emily AU - Ngere, Isaac AU - Laserson, Kayla F. T2 - Columbia Center for Development Economics and Policy, Working Paper DA - 2020/// PY - 2020 DP - Google Scholar VL - 87 KW - _yl:a KW - ⛔ No DOI found ER - TY - JOUR TI - ‘Obuntu Bulamu’–Development and Testing of an Indigenous Intervention for Disability Inclusion in Uganda AU - Bannink Mbazzi, Femke AU - Nalugya, Ruth AU - Kawesa, Elizabeth AU - Nambejja, Harriet AU - Nizeyimana, Pamela AU - Ojok, Patrick AU - Van Hove, Geert AU - Seeley, Janet T2 - Scandinavian Journal of Disability Research DA - 2020/// PY - 2020 DO - 10.16993/sjdr.697 DP - Google Scholar VL - 22 IS - 1 SP - 403 EP - 416 ER - TY - JOUR TI - ‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda AU - Bannink, Femke AU - Nalugya, Ruth AU - van Hove, Geert T2 - International Journal of Disability, Development and Education DA - 2020/// PY - 2020 DO - 10.1080/1034912X.2019.1593326 DP - Google Scholar VL - 67 IS - 4 SP - 357 EP - 375 ER - TY - JOUR TI - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach: A Comprehensive Theoretical Framework AU - Barri, Moatasim A. T2 - Journal of Education and Training Studies DA - 2020/// PY - 2020 DO - 10.11114/jets.v8i11.4974 DP - Google Scholar VL - 8 IS - 11 SP - 1 EP - 21 ST - Evaluation of Physical Aspects of Classroom Environment in Terms of the Humanistic Approach KW - BE:RELEVANT ER - TY - GEN TI - Digital Skills: Frameworks and Programs AU - Bashir, Sajitha DA - 2020/// PY - 2020 LA - English PB - World Bank UR - https://documents1.worldbank.org/curated/en/562351611824219616/pdf/Digital-Skills-Frameworks-and-Programs.pdf ER - TY - JOUR TI - Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 AU - Basnet, Bal Krishna T2 - European Educational Researcher AB - Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English. DA - 2020/// PY - 2020 DO - 10.31757/euer.332 DP - ERIC VL - 3 IS - 3 SP - 101 EP - 118 LA - en SN - 2517-6323 ST - Earthquake and Its Impacts on Education UR - https://eric.ed.gov/?q=%22teacher+development%22+with+%22natural+disaster%22&id=EJ1272439 Y2 - 2021/02/12/10:03:17 KW - Administrator Attitudes KW - Content Analysis KW - Counseling Services KW - Emergency Programs KW - Faculty Development KW - Foreign Countries KW - Futures (of Society) KW - Grade 10 KW - Grade 9 KW - Multilingualism KW - Natural Disasters KW - Nongovernmental Organizations KW - Prevention KW - Program Descriptions KW - Resilience (Psychology) KW - Risk KW - Safety KW - Secondary School Curriculum KW - Simulation KW - Student Attitudes KW - Teacher Attitudes KW - Textbooks KW - Trauma KW - _C:Bangladesh BGD KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Sri Lanka LKA KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Implementation science: What is it and why should I care? AU - Bauer, Mark S. AU - Kirchner, JoAnn T2 - Psychiatry research DA - 2020/// PY - 2020 DO - 10.1016/j.psychres.2019.04.025 DP - Google Scholar VL - 283 SP - 112376 ST - Implementation science ER - TY - CHAP TI - Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology AU - Bedenlier, Svenja AU - Bond, Melissa AU - Buntins, Katja AU - Zawacki-Richter, Olaf AU - Kerres, Michael T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 111 EP - 127 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Learning by Doing? UR - https://doi.org/10.1007/978-3-658-27602-7_7 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - COVID-19, Distance Learning and Educational Inequality in Rural Ethiopia. AU - Belay, Degwale Gebeyehu T2 - Pedagogical Research DA - 2020/// PY - 2020 DO - 10.29333/pr/9133 DP - Google Scholar VL - 5 IS - 4 ER - TY - JOUR TI - Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis AU - Benavides-Varela, Silvia AU - Zandonella Callegher, Claudio AU - Fagiolini, Barbara AU - Leo, Irene AU - Altoè, Gianmarco AU - Lucangeli, Daniela T2 - Computers & Education AB - The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool. DA - 2020/11// PY - 2020 DO - 10.1016/j.compedu.2020.103953 DP - DOI.org (Crossref) VL - 157 SP - 103953 J2 - Computers & Education LA - en SN - 03601315 ST - Effectiveness of digital-based interventions for children with mathematical learning difficulties UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131520301512 Y2 - 2022/09/27/11:59:36 KW - Mathematics KW - SEND KW - _Import_to_OpenDevEd_EvLib KW - learning difficulties ER - TY - CONF TI - LagunTest: A NLP Based Application to Enhance Reading Comprehension AU - Bengoetxea, Kepa AU - Gonzalez-Dios, Itziar AU - Aguirregoitia, Amaia C3 - Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI) DA - 2020/// PY - 2020 DP - Google Scholar SP - 63 EP - 69 ST - LagunTest KW - _C:Belgium BEL KW - _C:Catalan Republic XCATA KW - _C:France FRA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Management in Refugee Settings: Ethiopia. AU - Bengtsson, Stephanie AU - Fitzpatrick, Rachael AU - Hinz, Katja AU - MacEwen, Leonora AU - Naylor, Ruth AU - Riggall, Anna AU - West, Helen T2 - Education Development Trust DA - 2020/// PY - 2020 KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania AU - Benshaul-Tolonen, Anja AU - Aguilar-Gomez, Sandra AU - Heller Batzer, Naomi AU - Cai, Rebecca AU - Nyanza, Elias Charles T2 - PloS one DA - 2020/// PY - 2020 DO - 10.1371/journal.pone.0239914 DP - Google Scholar VL - 15 IS - 10 SP - e0239914 ST - Period teasing, stigma and knowledge KW - _yl:b ER - TY - JOUR TI - Measuring menstruation-related absenteeism among adolescents in low-income countries AU - Benshaul-Tolonen, Anja AU - Zulaika, Garazi AU - Sommer, Marni AU - Phillips-Howard, Penelope A. T2 - The Palgrave handbook of critical menstruation studies DA - 2020/// PY - 2020 DO - 10.1007/978-981-15-0614-7_52 DP - Google Scholar SP - 705 EP - 723 KW - _yl:b ER - TY - ELEC TI - The science of learning - A summary of evidence about how children learn AU - Better purpose DA - 2020/// PY - 2020 UR - https://www.betterpurpose.co/_files/ugd/6a0d81_3da2e4bfa9b044bfb0ca2e424fbe4260.pdf Y2 - 2022/09/28/09:38:34 KW - education ER - TY - RPRT TI - Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function AU - Bettinger, Eric AU - Fairlie, Robert AU - Kapuza, Anastasia AU - Kardanova, Elena AU - Loyalka, Prashant AU - Zakharov, Andrey CY - Cambridge, MA DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) SP - w26967 LA - en PB - National Bureau of Economic Research SN - w26967 ST - Does EdTech Substitute for Traditional Learning? UR - http://www.nber.org/papers/w26967.pdf Y2 - 2021/03/23/13:11:18 KW - _genre:PR-primary_research KW - interesting ER - TY - JOUR TI - A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa AU - Bidassey-Manilal, Shalin AU - Wright, Caradee Yael AU - Kapwata, Thandi AU - Shirinde, Joyce T2 - International journal of environmental research and public health DA - 2020/// PY - 2020 DO - 10.3390/ijerph17155531 DP - Google Scholar VL - 17 IS - 15 SP - 5531 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Machine learning for research on climate change adaptation policy integration: an exploratory UK case study AU - Biesbroek, Robbert AU - Badloe, Shashi AU - Athanasiadis, Ioannis N. T2 - Regional Environmental Change AB - Abstract Understanding how climate change adaptation is integrated into existing policy sectors and organizations is critical to ensure timely and effective climate actions across multiple levels and scales. Studying climate change adaptation policy has become increasingly difficult, particularly given the increasing volume of potentially relevant data available, the validity of existing methods handling large volumes of data, and comprehensiveness of assessing processes of integration across all sectors and public sector organizations over time. This article explores the use of machine learning to assist researchers when conducting adaptation policy research using text as data. We briefly introduce machine learning for text analysis, present the steps of training and testing a neural network model to classify policy texts using data from the UK, and demonstrate its usefulness with quantitative and qualitative illustrations. We conclude the article by reflecting on the merits and pitfalls of using machine learning in our case study and in general for researching climate change adaptation policy. DA - 2020/09// PY - 2020 DO - 10.1007/s10113-020-01677-8 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 85 J2 - Reg Environ Change LA - en SN - 1436-3798, 1436-378X ST - Machine learning for research on climate change adaptation policy integration UR - https://link.springer.com/10.1007/s10113-020-01677-8 Y2 - 2024/02/24/11:10:25 ER - TY - RPRT TI - TV-Based Learning in Bangladesh : Is it Reaching Students? AU - Biswas, Kumar AU - Asaduzzaman, TM AU - Evans, David AU - Fehrler, Sebastian AU - Ramachandran, Deepika AU - Sabarwal, Shwetlena DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34138 Y2 - 2020/07/22/19:00:21 ER - TY - CHAP TI - Social Hazards or Helpers?: The Role of Mobile Media in Early Childhood Social Development AU - Blackwell, Courtney K. T2 - Mobile Learning Applications in Early Childhood Education DA - 2020/// PY - 2020 DP - Google Scholar SP - 281 EP - 301 PB - IGI Global ST - Social Hazards or Helpers? KW - __C:filed:1 ER - TY - JOUR TI - Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review AU - Bond, Melissa T2 - Asian Journal of Distance Education AB - The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided. DA - 2020/// PY - 2020 DP - ERIC VL - 15 IS - 2 SP - 191 EP - 247 LA - en SN - 1347-9008 ST - Schools and Emergency Remote Education during the COVID-19 Pandemic UR - https://eric.ed.gov/?id=EJ1285336 Y2 - 2021/10/05/11:40:39 KW - Bibliometrics KW - COVID-19 KW - Distance Education KW - Educational Change KW - Educational Environment KW - Educational Research KW - Educational Technology KW - Electronic Learning KW - Elementary Secondary Education KW - Faculty Development KW - Family Influence KW - Foreign Countries KW - Learner Engagement KW - Literature Reviews KW - Pandemics KW - Peer Influence KW - Research Methodology KW - School Closing KW - Teacher Influence KW - Technology Uses in Education KW - _genre:LR-literature_review KW - ⛔ No DOI found ER - TY - JOUR TI - Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom AU - Bonneton-Botté, Nathalie AU - Fleury, Sylvain AU - Girard, Nathalie AU - Le Magadou, Maëlys AU - Cherbonnier, Anthony AU - Renault, Mickaël AU - Anquetil, Eric AU - Jamet, Eric T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103831 DP - Google Scholar VL - 151 SP - 103831 ST - Can tablet apps support the learning of handwriting? KW - __C:filed:1 ER - TY - RPRT TI - Rapid food and income security assessment Round 2: How are BRAC International volunteers and programme participants coping with COVID-19 AU - BRAC DA - 2020/// PY - 2020 UR - https://covid19.bracinternational.nl/wp-content/uploads/2020/04/BI-COVID-19-Rapid-Assessment-Round2_20200424.pdf Y2 - 2020/06/28/18:08:51 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - RPRT TI - Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration AU - Brücker, Herbert AU - Falkenhain, Mariella AU - Fendel, Tanja AU - Promberger, Markus AU - Raab, Miriam DA - 2020/// PY - 2020 DP - Google Scholar PB - IAB-Kurzbericht ST - Erwerbsmigration über die Westbalkanregelung ER - TY - THES TI - School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools AU - Budhwani, Sajjid AB - School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2. CY - United States -- Colorado DA - 2020/// PY - 2020 DP - ProQuest SP - 308 LA - English M3 - Ph.D. PB - University of Denver ST - School Facet Through Surrounding Factors UR - https://search.proquest.com/docview/2454186222/abstract/C39A9C5A11D34179PQ/1 Y2 - 2021/03/07/14:15:37 KW - Community resources KW - Community social captial KW - Education and GIS KW - School surrounding KW - Social capital KW - Spatial equity KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Philippines PHL KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - 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. AU - Bundesregierung DA - 2020/// PY - 2020 UR - https://dserver.bundestag.de/btd/19/167/1916732.pdf Y2 - 2022/05/03/13:25:33 ER - TY - JOUR TI - COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules AU - Butler-Henderson, K. AU - Crawford, J. AU - Rudolph, J. AU - Lalani, K. AU - Sabu, K. M. T2 - Journal of Applied Learning & Teaching AB - The novel coronavirus (COVID-19) pandemic has affected every sectoracross every corner of the world. The higher education sector is notimmune from the pandemic and is facing significant learning and teachingchallenges. The existing literature databases on COVID-19 are focusedon the medical elements of the pandemic. This manuscript documentsthe method for the creation of the first version of the COVID-19 in HigherEducation Literature Database (CHELD). Our aspiration is to provide anopen access resource to support future learning and teaching scholars togain timely access to pre-examined literature on higher education duringCOVID-19. This first version documents 138 manuscripts published oronline-first between 1 January 2020 to 30 June 2020. Using a rigoroussystematic review method, engaging in the PRISMA approach, qualityassessment using the Mixed Method Appraisal Tool (MMAT) and QualityAssessment Tool for Theory and Literature (QATTL), we offer a first glanceat the metadata of articles published on COVID-19 in higher educationduring the first six months of 2020. By providing an open access database,we see the opportunities for future research as boundless. DA - 2020/// PY - 2020 DO - 10.37074/jalt.2020.3.2.11 DP - eprints.utas.edu.au VL - 3 IS - 2 SP - 1 EP - 6 LA - en SN - 2591-801X ST - COVID-19 in Higher Education Literature Database (CHELD V1) UR - https://eprints.utas.edu.au/34687/ Y2 - 2022/04/05/20:30:04 ER - TY - JOUR TI - Systematic Review of the Literature About the Effects of the COVID-19 Pandemic on the Lives of School Children AU - Cachón-Zagalaz, Javier AU - Sánchez-Zafra, María AU - Sanabrias-Moreno, Déborah AU - González-Valero, Gabriel AU - Lara-Sánchez, Amador J. AU - Zagalaz-Sánchez, María Luisa T2 - Frontiers in Psychology AB - Background: The year 2020 has been marked by the emergence of COVID-19, this virus has reached many countries and has paralysed the lives of many people who have been forced to stay at home in confinement. There have been numerous studies that have sought to analyze the impact of this pandemic from different perspectives, however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months. Objective: The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with psychological and motor aspects of minors. Methods: To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the WOS, SCOPUS and DIALNET databases, using as keywords: "COVID-19" and "Children". The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years; (2) papers relating COVID-19 to children; (3) studies analysing the psychological and motor characteristics of children during confinement Results: A total of 9 manuscripts related to psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication and key ideas of the selected manuscripts. Conclusion: After concluding the systematic review, it has been detected that there are few studies that have focused attention on the psychological, motor or academic problems that can lead to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic. DA - 2020/// PY - 2020 DO - 10.3389/fpsyg.2020.569348 DP - Frontiers VL - 11 J2 - Front. Psychol. LA - English SN - 1664-1078 UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2020.569348/full Y2 - 2021/04/26/15:21:19 KW - COVID-19 KW - Children KW - Coronavirus KW - Psychology KW - physical activity ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19 AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? AU - Cary, Mari Strand AU - Kennedy, Patrick C. AU - Shanley, Lina AU - Clarke, Ben T2 - Journal of Special Education Technology DA - 2020/// PY - 2020 DO - 10.1177/0162643420928336 DP - Google Scholar SP - 0162643420928336 ST - Learning Gains From the KinderTEK® iPad Math Program KW - _C:Jordan JOR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - GEN TI - Play in Crisis: support for parents and carers AU - Casey, Theresa DA - 2020/// PY - 2020 PB - International Play Association UR - http://ipaworld.org/wp-content/uploads/2020/04/IPA-Play-in-Crisis-Booklet-for-parents-and-carers-2020.pdf ER - TY - THES TI - Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration AU - Chamout, Rima DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Algeria DZA KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kurdistan XKRDN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education for all in the time of COVID-19: how EdTech can be part of the solution AU - Chebib, Kinda CY - London DA - 2020/// PY - 2020 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf Y2 - 2021/05/10/10:38:42 ER - TY - JOUR TI - Students’ behavioral intention to use and achievements in ICT-Integrated mathematics remedial instruction: Case study of a calculus course AU - Chen, C.-L. AU - Wu, C.-C. T2 - Computers and Education AB - Mathematics remedial instruction is a mathematics education topic worthy of attention; therefore, studying how to effectively implement remedial instruction is essential. A Grade 12 calculus course was used as a case study for exploring the effects of information and communication technology (ICT)-integrated mathematics remedial instruction and factors affecting students' intention to use. A within-group design was adopted to examine whether students' grades on the same type of question in a posttest were significantly higher than in a pretest using a paired samples t-test. Results showed that when ICT-integrated mathematics remedial instruction was not implemented, students' scores in the posttest were not significantly higher; however, after implementing ICT-integrated mathematics remedial instruction, the grades in the posttest were significantly higher. Regarding students' intention to use ICT-integrated mathematics remedial instruction, the research model was developed from the technology acceptance model. This study analyzed data collected from questionnaires using the partial-least-squares structural equation modeling multivariate data analysis method. The results indicated that (1) perceived usefulness significantly affected attitude toward use and behavioral intention to use; (2) attitude toward use significantly affected behavioral intention to use; and (3) attitude toward use exhibited significant mediating effects between perceived usefulness and behavioral intention to use, indicating that perceived usefulness primarily affected students’ behavioral intention to use through attitude toward use. The results may facilitate the application of technology to implement mathematics remedial instruction. © 2019 Elsevier Ltd DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103740 VL - 145 J2 - Comput Educ LA - English SN - 03601315 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074199611&doi=10.1016%2fj.compedu.2019.103740&partnerID=40&md5=aeba46c8dcd8062e0e4ae72d46cd79f4 DB - Scopus KW - Applications in subject areas KW - Applications in subject areas ∙ KW - Calculations KW - Computer aided instruction KW - Edtech KW - Education computing KW - Improving classroom teaching KW - Improving classroom teaching ∙ KW - Information and Communication Technologies KW - Integration KW - Interactive learning environment KW - Interactive learning environments ∙ KW - Knowledge acquisition KW - Least squares approximations KW - Marginalised KW - Multivariant analysis KW - Multivariate data analysis method KW - Pedagogy KW - Structural equation modeling KW - Students KW - Surveys KW - Teaching KW - Teaching/learning strategies KW - Teaching/learning strategy KW - Technology acceptance model KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Artificial Intelligence in Education: A Review AU - Chen, Lijia AU - Chen, Pingping AU - Lin, Zhijian T2 - IEEE Access AB - 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. DA - 2020/// PY - 2020 DO - 10.1109/ACCESS.2020.2988510 DP - IEEE Xplore VL - 8 SP - 75264 EP - 75278 SN - 2169-3536 ST - Artificial Intelligence in Education KW - Education KW - Learning (artificial intelligence) KW - Microcomputers KW - Robots KW - Technological innovation KW - artificial intelligence KW - leaner ER - TY - RPRT TI - Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings AU - Cheng, Wei AU - Carlin, Patrick AU - Carroll, Joanna AU - Gupta, Sumedha AU - Rojas, Felipe Lozano AU - Montenovo, Laura AU - Nguyen, Thuy AU - Schmutte, Ian AU - Scrivner, Olga AU - Simon, Kosali AU - Wing, Coady AU - Weinberg, Bruce AB - In the early phases of the COVID-19 epidemic labor markets exhibited considerable churn, which we relate to three primary findings. First, reopening policies generated asymmetrically large increases in reemployment of those out of work, compared to modest decreases in job loss among those employed. Second, most people who were reemployed appear to have returned to their previous employers, but the rate of reemployment decreases with time since job loss. Lastly, the groups that had the highest unemployment rates in April also tended to have the lowest reemployment rates, potentially making churn harmful to people and groups with more and/or longer job losses. Taken together, these estimates suggest that employment relationships are durable in the short run, but raise concerns that employment gains requiring new employment matches may not be as rapid and may be particularly slow for hard-hit groups including Hispanic and Black workers, youngest and oldest workers, and women. CY - Cambridge, MA DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) SP - w27419 LA - en PB - National Bureau of Economic Research SN - w27419 ST - Back to Business and (Re)employing Workers? UR - http://www.nber.org/papers/w27419.pdf Y2 - 2020/08/12/16:46:46 ER - TY - JOUR TI - Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution? AU - Chikhungu, Lana AU - Kadzamira, Esme AU - Chiwaula, Lizzie AU - Meke, Elizabeth T2 - International Journal of Educational Research DA - 2020/// PY - 2020 DO - 10.1016/j.ijer.2020.101578 DP - DOI.org (Crossref) VL - 103 SP - 101578 J2 - International Journal of Educational Research LA - en SN - 08830355 ST - Tackling girls dropping out of school in Malawi UR - https://linkinghub.elsevier.com/retrieve/pii/S0883035519325728 Y2 - 2022/08/17/14:52:24 KW - _C:Malawi MWI ER - TY - JOUR TI - Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective AU - Chiu, Thomas KF AU - Chai, Ching-sing T2 - Sustainability DA - 2020/// PY - 2020 DO - 10.3390/su12145568 DP - Google Scholar VL - 12 IS - 14 SP - 5568 ST - Sustainable curriculum planning for artificial intelligence education UR - https://www.mdpi.com/2071-1050/12/14/5568 Y2 - 2024/02/24/08:53:24 ER - TY - JOUR TI - An Integrative Literature Review on Pain Alleviation Interventions for Hospitalized Children AU - Cho, Haeryun AU - Lee, Jungmin AU - Kim, Shin-Jeong T2 - Child Health Nursing Research DA - 2020/// PY - 2020 DO - 10.4094/chnr.2020.26.2.254 DP - Google Scholar VL - 26 IS - 2 SP - 254 EP - 266 KW - __C:filed:1 ER - TY - BOOK TI - L’avenir du travail en Afrique T2 - Africa Development Forum series A3 - Choi, Jieun A3 - Dutz, Mark Andrew A3 - Usman, Zainab CY - Washington, DC, USA DA - 2020/// PY - 2020 DP - Zotero SP - 222 LA - fr PB - World Bank Group SN - 978-1-4648-1761-8 ST - The future of work in Africa KW - _yl:b ER - TY - BOOK TI - The future of work in Africa: harnessing the potential of digital technologies for all T2 - Africa Development Forum series A3 - Choi, Jieun A3 - Dutz, Mark Andrew A3 - Usman, Zainab CY - Washington, DC, USA DA - 2020/// PY - 2020 DP - K10plus ISBN SP - 222 LA - eng PB - World Bank Group SN - 978-1-4648-1445-7 978-1-4648-1444-0 ST - The future of work in Africa KW - _yl:a ER - TY - BLOG TI - Nine takeaways from our reviews of COVID-19 education responses AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Kaye, Thomas AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/// PY - 2020 UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/ ER - TY - MANSCPT TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa AU - Cilliers, J. AU - Fleischz, B. AU - Kotze, J. AU - Mohohlwanex, N. AU - Taylor, S. AU - Thulare, T. AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/// PY - 2020 LA - en ST - Can Virtual Replace In-person Coaching? UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf Y2 - 2022/12/20/03:25:45 KW - Final_citation KW - cited KW - existing ER - TY - MANSCPT TI - Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning AU - Cilliers, J AU - Fleischz, B AU - Kotzex, J AU - Mohohlwanex, N AU - Taylor, S AU - Thulare, T AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/// PY - 2020 LA - en UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf KW - Important KW - Read KW - ⛔ No DOI found ER - TY - JOUR TI - How to Improve Teaching Practice?: An Experimental Comparison of Centralized Training and In-Classroom Coaching AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Prinsloo, Cas AU - Taylor, Stephen T2 - Journal of Human Resources DA - 2020/// PY - 2020 DO - 10.3368/jhr.55.3.0618-9538R1 DP - DOI.org (Crossref) VL - 55 IS - 3 SP - 926 EP - 962 J2 - J. Human Resources LA - en SN - 0022-166X, 1548-8004 ST - How to Improve Teaching Practice? UR - http://jhr.uwpress.org/lookup/doi/10.3368/jhr.55.3.0618-9538R1 Y2 - 2022/04/18/13:44:19 ER - TY - GEN TI - 2020 Remote Teaching Guide (Web-linked) AU - CILT AB - Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit... DA - 2020/// PY - 2020 DP - docs.google.com LA - en PB - Centre for Innovation in Learning and Teaching UR - https://docs.google.com/document/d/1Z1fdzyTCtYZGdR7bCMSQkgCPK0haYeSdAEzeqXLwjdw/edit?usp=sharing&usp=embed_facebook Y2 - 2020/04/21/20:31:32 ER - TY - JOUR TI - The Design of Teacher Assignment: Theory and Evidence. AU - Combe, Julien AU - Tercieux, Olivier AU - Terrier, Camille AB - To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis. The results show that these mechanisms perform much better than the modified version of deferred acceptance. For instance, the number of teachers moving from their positions more than triples under our mechanism. DA - 2020/// PY - 2020 DP - Zotero SP - 88 LA - en UR - https://www.dropbox.com/s/92xsi3rg1jx1pzc/CTT.pdf?dl=0 KW - Lebanon_event_2021 KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Mexico MEX KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - COL in the Commonwealth: Sierra Leone AU - Commonwealth of Learning DA - 2020/// PY - 2020 UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y Y2 - 2020/06/25/18:21:50 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - International Partnership of Distance and Online Learning for COVID-19 AU - Commonwealth of Learning T2 - Commonwealth of Learning DA - 2020/// PY - 2020 LA - en-US UR - https://opendoor.col.org/ Y2 - 2020/04/22/06:58:17 ER - TY - ELEC TI - Accredited Institutions AU - COTVET DA - 2020/// PY - 2020 LA - en-US UR - https://cotvet.gov.gh/accredited-institutions/ Y2 - 2020/07/13/17:01:38 ER - TY - GEN TI - Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic AU - COVID Trauma Response Working Group DA - 2020/// PY - 2020 UR - https://docs.google.com/document/d/1IliqAT0nAQM0wiapyyGgC3EC4PMLft-0/edit ER - TY - JOUR TI - Teacher labor markets in developing countries AU - Crawfurd, Lee AU - Pugatch, Todd DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3542654 DP - Google Scholar ER - TY - JOUR TI - Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults AU - Crawley, Esther AU - Loades, Maria AU - Feder, Gene AU - Logan, Stuart AU - Redwood, Sabi AU - Macleod, John T2 - BMJ Paediatrics Open DA - 2020/05// PY - 2020 DO - 10.1136/bmjpo-2020-000701 DP - DOI.org (Crossref) VL - 4 IS - 1 SP - e000701 J2 - bmjpo LA - en SN - 2399-9772 UR - http://bmjpaedsopen.bmj.com/lookup/doi/10.1136/bmjpo-2020-000701 Y2 - 2020/08/12/16:56:12 KW - __C:filed:1 ER - TY - BOOK TI - The Foundations of Social Research: Meaning and Perspective in the Research Process AU - Crotty, Michael J. CY - London ; Thousand Oaks, Calif DA - 2020/// PY - 2020 DP - Amazon ET - First edition SP - 256 LA - English PB - SAGE Publications Ltd SN - 978-0-7619-6106-2 ST - The Foundations of Social Research ER - TY - JOUR TI - COVID-19 and Social Mobility Impact Brief #1: School Shutdown AU - Cullinane, Carl AU - Montacute, Rebecca DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation science made too simple: a teaching tool AU - Curran, Geoffrey M. T2 - Implementation Science Communications DA - 2020/// PY - 2020 DO - 10.1186/s43058-020-00001-z DP - Google Scholar VL - 1 IS - 1 SP - 1 EP - 3 ST - Implementation science made too simple ER - TY - CONF TI - Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau AU - da Silva, Rui AU - Oliveira, Joana C3 - FIRE: Forum for International Research in Education DA - 2020/// PY - 2020 DO - 10.32865/fire202062181 DP - Google Scholar VL - 6 ST - Support for teachers in challenging situations as a factor of change KW - _C:Angola AGO KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Guinea-Bissau GNB KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Accelerated Learning and EdTech: A Rapid Evidence Review AU - Damani, Kalifa DA - 2020/// PY - 2020 LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 6 UR - https://docs.edtechhub.org/lib/I4UFGAQA KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v2 KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Rapid Evidence Review: Accelerated Learning and EdTech AU - Damani, Kalifa DA - 2020/// PY - 2020 LA - English PB - The EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/09/RER-Accelerated-Learning-and-EdTech.pdf Y2 - 2020/11/13/00:00:00 ER - TY - RPRT TI - Rapid Evidence Review: Radio AU - Damani, Kalifa AU - Mitchell, Joel DA - 2020/// PY - 2020 LA - en ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/YMWE6FR6 ER - TY - JOUR TI - The implications of the COVID-19 pandemic for policy in relation to children and young people AU - DARMODY, MERIKE AU - SMYTH, EMER AU - RUSSELL, HELEN T2 - ESRI Survey and Statistical Report Series DA - 2020/// PY - 2020 DP - Google Scholar VL - 94 KW - ⛔ No DOI found ER - TY - RPRT TI - Special Education in Mainstream Schools: Guidance Report AU - Davies, Kath AU - Henderson, Peter DA - 2020/// PY - 2020 PB - Education Endowment Foundation ER - TY - BLOG TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone AU - Davis, Edward AU - Berry, Chris T2 - Global Partnership for Education AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic. DA - 2020/// PY - 2020 LA - en ST - Mitigating COVID-19 impacts and getting education systems up and running again UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra Y2 - 2020/08/18/00:49:44 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Quality Education in Rwanda: A Critical Analysis of Quality Indicators AU - de Dieu, Habyarimana Jean AU - Theogene, Hashakimana AU - Philothere, Ntawiha AU - Ke, Zhou DA - 2020/// PY - 2020 DP - Google Scholar ST - Quality Education in Rwanda KW - ⛔ No DOI found ER - TY - JOUR TI - An investigation of using a tablet computer for searching on the web and the influence of cognitive load AU - Debue, Nicolas AU - Ou, Nora AU - van de Leemput, Cécile T2 - Tutorials in Quantitative Methods for Psychology DA - 2020/// PY - 2020 DO - 10.20982/tqmp.16.3.p226 DP - Google Scholar VL - 16 SP - 226 EP - 239 KW - __C:filed:1 ER - TY - JOUR TI - Evaluation of Rural Public Libraries to Address Telemedicine Inequities AU - DeGuzman, Pamela B. AU - Siegfried, Zack C. AU - Leimkuhler, Megan E. T2 - medRxiv DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Guidance Note on Qualitative Research in Education: Considerations for Best Practice AU - DeJaeghere, J AU - Morrow, V AU - Richardson, D AU - Schowengerdt, B AU - Hinton, R AU - Muñoz Boudet, A AB - This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data. CY - London, England: United Kingdom. DA - 2020/// PY - 2020 LA - en PB - Department for International Development, prepared for Building Evidence in Education (BE2) UR - https://www.youthpower.org/resources/be2s-guidance-note-qualitative-research-education-considerations-best-practice Y2 - 2022/12/17/22:31:10 ER - TY - ELEC TI - Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up AU - Dempsey, Majella AU - Burke, Jolanta AB - This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning. DA - 2020/// PY - 2020 LA - en M3 - Monograph ST - Covid-19 Practice in Primary Schools in Ireland Report UR - http://mural.maynoothuniversity.ie/13001/ Y2 - 2020/08/12/17:25:08 ER - TY - RPRT TI - 2020 Draft Framework for Curriculum Recovery Post COVID-19 AU - Department of Basic Education DA - 2020/// PY - 2020 PB - Department of Basic Education, South Africa UR - https://www.sirpierre.co.za/wp-content/uploads/2020/04/Curriculum-Recovery-Plan-Final-Draft-6-April-2020.pdf Y2 - 2020/04/20/21:53:57 ER - TY - JOUR TI - Role of artificial intelligence in operations environment: a review and bibliometric analysis AU - Dhamija, Pavitra AU - Bag, Surajit T2 - The TQM Journal DA - 2020/// PY - 2020 DO - 10.1108/TQM-10-2019-0243 DP - Google Scholar VL - 32 IS - 4 SP - 869 EP - 896 ST - Role of artificial intelligence in operations environment UR - https://www.emerald.com/insight/content/doi/10.1108/TQM-10-2019-0243/full/html Y2 - 2024/02/24/11:17:28 ER - TY - ELEC TI - DSTI | Home AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/ Y2 - 2020/06/25/17:36:19 ER - TY - CHAP TI - Why Publish a Systematic Review: An Editor’s and Reader’s Perspective AU - Dowd, Alicia C. AU - Johnson, Royel M. T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 69 EP - 87 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Why Publish a Systematic Review UR - https://doi.org/10.1007/978-3-658-27602-7_5 Y2 - 2020/11/26/15:49:34 ER - TY - RPRT TI - Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries AU - Dreesen, Thomas AU - Akseer, Spogmai AU - Brossard, Mathieu AU - Dewan, Pragya AU - Giraldo, Juan-Pablo AU - Kamei, Akito AU - Mizunoya, Suguru AU - Correa, Javier Santiago Ortiz DA - 2020/// PY - 2020 DP - Google Scholar ER - TY - BOOK TI - The Art of Feature Engineering: Essentials for Machine Learning AU - Duboue, P. AU - Eisenstein, J. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - en PB - Cambridge University Press ER - TY - RPRT TI - External Validity: Four Models of Improving Student Achievement AU - Duflo, Annie AU - Kiessel, Jessica AU - Lucas, Adrienne AB - Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students. CY - Cambridge, MA DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) SP - w27298 LA - en PB - National Bureau of Economic Research SN - w27298 ST - External Validity UR - http://www.nber.org/papers/w27298.pdf Y2 - 2020/08/28/11:48:38 KW - C:Ghana KW - __C:filed:1 ER - TY - CONF TI - Co-design for a Competency Self-assessment Chatbot and Survey in Science Education AU - Durall, Eva AU - Kapros, Evangelos A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area. C1 - Cham C3 - Learning and Collaboration Technologies. Human and Technology Ecosystems DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-50506-6_2 DP - Springer Link SP - 13 EP - 24 LA - en PB - Springer International Publishing SN - 978-3-030-50506-6 KW - Chatbots KW - Co-design KW - Competencies ER - TY - RPRT TI - Education Workforce Initiative: Sierra Leone AU - Education Commission DA - 2020/// PY - 2020 ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Commission DA - 2020/// PY - 2020 M3 - Country Report PB - Education Workforce Initiative ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative DA - 2020/// PY - 2020 M3 - Country Report PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/16/13:15:53 KW - _C:Sierra Leone SLE ER - TY - THES TI - A portrait of hope: Experiences of a visually-impaired refugee with education in Lebanon AU - El-Serafy, Yomna DA - 2020/// PY - 2020 PB - University of Cambridge KW - Author:OpenDevEd ER - TY - RPRT TI - An Assessment of the Transition to Virtual Learning in the OECS AU - Emmanuel, Royston AU - Anthony, Germain AB - This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. DA - 2020/// PY - 2020 LA - en-gb UR - https://www.oecs.org/en/our-work/knowledge/library/an-assessment-of-the-transition-to-virtual-learning-in-the-oecs/download Y2 - 2021/10/08/12:55:40 ER - TY - BOOK TI - The likely impact of COVID-19 on education: reflections based on the existing literature and recent international datasets. AU - European Commission. Joint Research Centre. CY - LU DA - 2020/// PY - 2020 DP - DOI.org (CSL JSON) LA - en PB - Publications Office ST - The likely impact of COVID-19 on education UR - https://data.europa.eu/doi/10.2760/126686 Y2 - 2021/04/26/15:26:07 ER - TY - BOOK TI - Public-private partnerships for skills development: a governance perspective. Volume II, Case studies. AU - European Training Foundation. CY - LU DA - 2020/// PY - 2020 DP - DOI.org (CSL JSON) LA - en PB - Publications Office ST - Public-private partnerships for skills development UR - https://data.europa.eu/doi/10.2816/371790 Y2 - 2024/03/19/20:10:13 KW - Final_citation ER - TY - JOUR TI - The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019 AU - Eutsler, L. AU - Mitchell, C. AU - Stamm, B. AU - Kogut, A. T2 - Educational Technology Research and Development DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 30 ST - The influence of mobile technologies on preschool and elementary children’s literacy achievement KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education in Africa: What Are We Learning? [preprint] AU - Evans, David AU - Acosta, Amina Mendez AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). DA - 2020/// PY - 2020 DP - Zotero SP - 101 LA - en UR - https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Gender gaps in education: The long view AU - Evans, David AU - Akmal, Maryam AU - Jakiela, Pamela AB - Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes. CY - Washington D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 56 LA - en PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf ER - TY - RPRT TI - How big are effect sizes in international education studies? AU - Evans, David AU - Yuan, Fei AB - In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries. DA - 2020/// PY - 2020 LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies Y2 - 2021/02/18/10:46:49 ER - TY - RPRT TI - Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau AU - Fazzio, Ila AU - Eble, Alex AU - Lumsdaine, Robin AU - Boone, Peter AU - Bouy, Baboucarr AU - Hsieh, Pei-Tseng Jenny AU - Jayanty, Chitra AU - Johnson, Simon AU - Silva, Ana Filipa AB - Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people. CY - Cambridge, MA DA - 2020/09// PY - 2020 DP - DOI.org (Crossref) SP - w27799 LA - en PB - National Bureau of Economic Research SN - w27799 ST - Large Learning Gains in Pockets of Extreme Poverty UR - http://www.nber.org/papers/w27799.pdf Y2 - 2020/11/30/22:26:54 ER - TY - JOUR TI - Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality AU - Fegert, Jörg M. AU - Vitiello, Benedetto AU - Plener, Paul L. AU - Clemens, Vera T2 - Child and Adolescent Psychiatry and Mental Health AB - Background: The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion: There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments. 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Through methodological reflections and explicit descriptions, we hope to provide guidance and inspiration to researchers who wish to conduct a systematic review in educational research. In our example, we illustrate the process of keyword selection, setting selection criteria, conducting the study selection and data extraction. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 145 EP - 161 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - The Role of Social Goals in Academic Success UR - https://doi.org/10.1007/978-3-658-27602-7_9 Y2 - 2020/11/26/15:49:35 ER - TY - JOUR TI - The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis AU - Gómez García, Gerardo AU - Rodríguez Jiménez, Carmen AU - Marín Marín, José Antonio T2 - ALTERIDAD. Revista de Educación DA - 2020/// PY - 2020 DP - Google Scholar VL - 15 IS - 1 SP - 36 EP - 46 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Getting evidence into education: Evaluating the routes to policy and practice AU - Gorard, Stephen DA - 2020/// PY - 2020 DP - Google Scholar PB - Routledge ST - Getting evidence into education UR - https://books.google.co.uk/books?hl=en&lr=&id=5AvaDwAAQBAJ&oi=fnd&pg=PA1978&ots=dMEZ5kK_Kq&sig=k1e2wSkUb0tpUIZ-MRPiXSrv-vs Y2 - 2023/11/01/23:26:53 ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report AU - Graham, Hannah AU - Kawa, Muniru AU - Lee, Philip AU - Malyon, Stephanie AU - Hayward, Harry AU - Conteh, Sheriff AU - Chandia, Gloria DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Apps as learning tools: a systematic review AU - Griffith, Shayl F. AU - Hagan, Mary B. AU - Heymann, Perrine AU - Heflin, Brynna H. AU - Bagner, Daniel M. T2 - Pediatrics DA - 2020/// PY - 2020 DO - 10.1542/peds.2019-1579 DP - Google Scholar VL - 145 IS - 1 ST - Apps as learning tools KW - __C:filed:1 ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable. DA - 2020/08// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/85C5HVC7 KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - publishPDF ER - TY - RPRT TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop: A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. An implementation plan to guide the deployment of the e-learning system. This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables. DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T2W7MU3K KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - GEN TI - Implementing a Virtual Learning Environment: A Short Guide for Zanzibar AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/85C5HVC7 KW - _r:ImportedToMyEducationEvidence KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Do impact bonds affect the ecosystem of social services delivery and financing? AU - Gustafsson-Wright, Emily AU - Osborne, Sarah AU - Massey, Meg DA - 2020/// PY - 2020 DP - Google Scholar UR - https://policycommons.net/artifacts/4141410/do-impact-bonds-affect-the-ecosystem-of-social-services-delivery-and-financing/4949753/ Y2 - 2024/03/01/11:37:20 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - On the use of computer‐assistance to facilitate systematic mapping AU - Haddaway, Neal R. AU - Callaghan, Max W. AU - Collins, Alexandra M. AU - Lamb, William F. AU - Minx, Jan C. AU - Thomas, James AU - John, Denny T2 - Campbell Systematic Reviews AB - Abstract The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps. DA - 2020/12// PY - 2020 DO - 10.1002/cl2.1129 DP - DOI.org (Crossref) VL - 16 IS - 4 SP - e1129 J2 - Campbell Systematic Reviews LA - en SN - 1891-1803, 1891-1803 UR - https://onlinelibrary.wiley.com/doi/10.1002/cl2.1129 Y2 - 2024/03/10/16:13:10 KW - selected_for:effects of climate ch...on learning...LMICs 2024 KW - tagged ER - TY - JOUR TI - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks AU - Hallgarten, Joe AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. DA - 2020/// PY - 2020 DP - opendocs.ids.ac.uk SP - 19 LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 KW - ⛔ No DOI found ER - TY - CHAP TI - Reflections on the Methodological Approach of Systematic Reviews AU - Hammersley, Martyn T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980). CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 23 EP - 39 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_2 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - Flipped Classroom in Teacher Education: A Scoping Review AU - Han, Han AU - Røkenes, Fredrik Mørk T2 - Frontiers in Education DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.601593 VL - 5 SN - 2504-284X ST - Flipped Classroom in Teacher Education KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education AU - Han, Hyeong-Jong AU - Kim, Keun-Jae AU - Kwon, Hye-Seong T2 - Journal of Digital Convergence DA - 2020/// PY - 2020 DO - 10.14400/JDC.2015.13.7.47 DP - Google Scholar VL - 18 IS - 7 SP - 47 EP - 56 UR - https://koreascience.kr/article/JAKO202021741260901.page Y2 - 2024/02/24/10:05:01 ER - TY - RPRT TI - Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response AU - Hankivsky, Olena AU - Kapilashrami, Anuj DA - 2020/// PY - 2020 M3 - Policy Brief UR - https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf Y2 - 2021/02/27/21:49:07 ER - TY - JOUR TI - Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy AU - Harle, Jon AU - Warne, Verity DA - 2020/// PY - 2020 DP - Zotero SP - 69 LA - en KW - ⛔ No DOI found ER - TY - THES TI - Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. 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Principles for Digital Development in Education AU - Haßler, Björn CN - 0237 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - en M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 2 [en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:e ER - TY - RPRT TI - Principles for Digital Development in Education - amendments, tenets, questions AU - Haßler, Björn AB - Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ... DA - 2020/// PY - 2020 LA - en UR - https://docs.opendeved.net/lib/PDXPLXA5 Y2 - 2020/12/11/10:05:58 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:q ER - TY - RPRT TI - PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0236 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - EN M3 - Programme Evaluation Resource PB - Activating EdTech SN - 2 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:d ER - TY - RPRT TI - PER5. Strategies for Effective Teaching and Learning [English, Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0239 CY - Amman, Jordan DA - 2020/// PY - 2020 LA - English, Arabic M3 - Programme Evaluation Resource PB - Activating EdTech SN - No 5 [ar,en] Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:f KW - language:Arabic KW - language:English ER - TY - GEN TI - The future of the teaching profession - Bibliography AU - Haßler, Björn AU - Adam, Taskeen DA - 2020/// PY - 2020 PB - Open Development & Education UR - https://docs.opendeved.net/lib/7FH8KI2Y KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _yl:y ER - TY - COMP TI - A Searchable Publications Database (edtechhub/spud) AU - Haßler, Björn AU - Adam, Taskeen AU - Ishaq, Sheraz AU - Adamiak, Piotr AU - Adamiak, Jan AU - Podea, Marius DA - 2020/// PY - 2020 DP - github.com UR - https://github.com/edtechhub/spud Y2 - 2020/07/11/17:23:43 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence ER - TY - CHAP TI - Appendix 1. Annotated bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/AQFVDKFE KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa1 ER - TY - CHAP TI - Appendix 2. Methodology for the Interviews and Structured Community Review AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/75QW3PXV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa2 ER - TY - CHAP TI - Appendix 3. Results of the SCR AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/VB4ETU5N KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa3 ER - TY - CHAP TI - Appendix 4. Bibliography AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/D3CVDNNS KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa4 ER - TY - CHAP TI - Appendix 5. List of Additional Materials AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZDJEC4K7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:aa5 ER - TY - CHAP TI - Chapter 00. Executive Summary AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FHIKPI9S KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a0 ER - TY - CHAP TI - Chapter 01. Introduction AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/8S9JNUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a1 ER - TY - CHAP TI - Chapter 02. Research Design AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/RJW8K8UD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a2 ER - TY - CHAP TI - Chapter 03. Overview of the Discovered Literature AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/JW22URSA KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a3 ER - TY - CHAP TI - Chapter 04. Conception and Practice of TVET AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/NP9ACE9G KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a4 ER - TY - CHAP TI - Chapter 05. TVET Actors AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PUJKSC8I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a5 ER - TY - CHAP TI - Chapter 06. Themes, Perspectives and Current Debates in TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/55F63GQP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a6 ER - TY - CHAP TI - Chapter 07. Systematic Review of TVET Research AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/4DRTKGMG KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a7 ER - TY - CHAP TI - Chapter 08. Models for Designing, Developing and Delivering Berufsbildung AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/9PM7S9BZ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a8 ER - TY - CHAP TI - Chapter 09. Inclusion-related Challenges and Policies AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/MEW988CJ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a9 ER - TY - CHAP TI - Chapter 10. State Authorities for TVET Management AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PZHTKC94 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a10 ER - TY - CHAP TI - Chapter 11. Non-state TVET Providers AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/SPB2WZRW KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a11 ER - TY - CHAP TI - Chapter 12. National Standards and Regulations AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/KUEBHHU8 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a12 ER - TY - CHAP TI - Chapter 13. Challenges to Policy Implementation AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/97VB57CK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a13 ER - TY - CHAP TI - Chapter 14. Research Interests and Topics of the SCR Participants AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/33X2BQBP KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a14 ER - TY - CHAP TI - Chapter 15. Research Networks and Capacity Building AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany SV - Berufsbildung in SSA UR - https://docs.opendeved.net/lib/RWKJ3VZH KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a15 ER - TY - CHAP TI - Chapter 16. Conclusion AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/FQNVW8J3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a16 ER - TY - CHAP TI - Front matter AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter 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. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/CY9UJ8FN KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _publish KW - _yl:a00 ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report. CY - Bonn, Germany DA - 2020/// PY - 2020 ET - 1 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZEDIHF57 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - ___duplicate_item KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (updated version) AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - This record is a placeholder for a future version of Haßler, et al., (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape - see https://opendeved.net/lib/ZEDIHF57. CY - London, UK DA - 2020/// PY - 2020 ET - 2 LA - English PB - Open Development & Education UR - https://docs.opendeved.net/lib/EHKG4JUL KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - Reviewed ER - TY - JOUR TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa AU - Haßler, Björn AU - Hennessy, S. AU - Hofmann, R T2 - Frontiers in Education AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.00146 DP - Frontiers VL - 5 IS - 146 J2 - Frontiers in Education LA - English SN - 2504-284X ST - OER4Schools 2010-2014 UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:Zambia KW - Culturally responsive pedagogy (CRP) KW - Design-based implementation research KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Interactive Pedagogy KW - Learner-centred pedagogy KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - School leadership KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal (SDG) 4 KW - Sustainable Development Goal 4 KW - Teacher Profesisonal Development KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - Zambia KW - __C:filed:1 KW - ___working_potential_duplicate KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - peer-facilitation KW - school improvement KW - school-based active learning KW - sub-Saharan Africa ER - TY - RPRT TI - A scoping review of technology in education in LMICs - descriptive statistics and sample search results AU - Haßler, Björn AU - McIntyre, Nora AU - Jordan, Katy AU - Mitchell, Joel AU - Brugha, Meaghan AU - Martin, Kevin AU - Nourie, Kristi AU - Damani, Kalifa CY - London, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 6 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:v ER - TY - COMP TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape [ZIP Archive] T2 - Berufsbildung in SSA AB - This is a zip archive of the InDesign Files for Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. DOI: 10.5281/zenodo.4264612. Available from https://docs.opendeved.net/lib/ZEDIHF57 CY - Bonn, Germany DA - 2020/// PY - 2020 PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/E79M555M Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:ac ER - TY - BOOK TI - Data Log — Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Allier-Gagneur, Zoé AU - Adam, Taskeen CY - Bonn, Germany DA - 2020/// PY - 2020 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - _yl:ab ER - TY - CONF TI - Seeking out clear and unique Information Systems Concepts: a natural language processing approach AU - Hassan, N.R. AU - Prester, J AU - Wagner, G. C1 - Marrakech, Morocco C3 - Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani DA - 2020/// PY - 2020 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - ICT4D 3.0? Part 1—The components of an emerging “digital‐for‐development” paradigm AU - Heeks, Richard T2 - The Electronic Journal of Information Systems in Developing Countries AB - What has changed in the decade or so since the ideas of a new “ICT4D 2.0” phase were first mooted? This paper reviews those changes, based on a new framework model. At a foundational level, it looks at recent and current trends in digital technologies, data, processes and the implications these have for the user demographics and network structures that underpin the role of digital ICTs in international development. It then summarises some of the new building blocks of development: digital roles, digital products and digital business models. We could call what is emerging “ICT4D 3.0.” However, this paper argues that the changes are such that we could talk of a paradigmatic shift and suggests that the elements could be collated as a new “digital-for-development” paradigm. Part 2 of this paper explores the patterns of change in the economy and in politics that may be associated with this paradigm. DA - 2020/05// PY - 2020 DO - 10.1002/isd2.12124 DP - DOI.org (Crossref) VL - 86 IS - 3 J2 - E J Info Sys Dev Countries LA - en SN - 1681-4835, 1681-4835 ST - ICT4D 3.0? UR - https://onlinelibrary.wiley.com/doi/10.1002/isd2.12124 Y2 - 2022/12/29/12:01:37 ER - TY - JOUR TI - The potential and prerequisites of effective tablet integration in rural Kenya AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline T2 - British Journal of Educational Technology DA - 2020/// PY - 2020 DO - 10.1111/bjet.12870 DP - Google Scholar VL - 51 IS - 2 SP - 498 EP - 514 KW - __C:filed:1 ER - TY - JOUR TI - Assembling iPads and mobility in two classroom settings AU - Hembre, Oda J. AU - Warth, Line Lundvoll T2 - Technology, Knowledge and Learning DA - 2020/// PY - 2020 DO - 10.1007/s10758-019-09405-w DP - Google Scholar VL - 25 IS - 1 SP - 197 EP - 211 KW - _C:Australia AUS KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Singapore SGP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Math acceleration in elementary school: Access and effects on student outcomes AU - Hemelt, S.W. AU - Lenard, M.A. T2 - Economics of Education Review AB - This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school. © 2019 Elsevier Ltd DA - 2020/// PY - 2020 DO - 10.1016/j.econedurev.2019.101921 VL - 74 J2 - Econ. Educ. Rev. LA - English SN - 02727757 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071876059&doi=10.1016%2fj.econedurev.2019.101921&partnerID=40&md5=a67efc57b99b1cc61d4df944fcb615c8 DB - Scopus KW - Curricular acceleration KW - Elementary school KW - Gifted KW - I21 KW - I24 KW - I28 KW - Mathematics KW - _AcademicRecoveryOECS KW - academic performance KW - content KW - curriculum KW - education policy KW - educational development KW - mathematics KW - primary education KW - student ER - TY - JOUR TI - IPadien opetuskäytön yhteys kolmannen luokan oppilaiden motivaatioon ja itseohjautuvuuteen käsityön opetuskokeilussa AU - Hemminki, Anni AU - Lummelahti, Miina DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Oman OMN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Examining overlap of included studies in meta-reviews: Guidance for using the corrected covered area index AU - Hennessy, Emily A. AU - Johnson, Blair T. T2 - Research Synthesis Methods AB - Overlap in meta-reviews results from the use of multiple identical primary studies in similar reviews. It is an important area for research synthesists because overlap indicates the degree to which reviews address the same or different literatures of primary research. Current guidelines to address overlap suggest that assessing and documenting the degree of overlap in primary studies, calculated via the corrected covered area (CCA) is a promising method. Yet, the CCA is a simple percentage of overlap and current guidelines do not detail ways that reviewers can use the CCA as a diagnostic tool while also comprehensively incorporating these findings into their conclusions. Furthermore, we maintain that meta-review teams must address non-independence via overlap more thoroughly than by simply estimating and reporting the CCA. Instead, we recommend and elaborate five steps to take when examining overlap, illustrating these steps through the use of an empirical example of primary study overlap in a recently conducted meta-review. This work helps to show that overlap of primary studies included in a meta-review is not necessarily a bias but often can be a benefit. We also highlight further areas of caution in this task and potential for the development of new tools to address non-independence issues. DA - 2020/// PY - 2020 DO - 10.1002/jrsm.1390 DP - Wiley Online Library VL - 11 IS - 1 SP - 134 EP - 145 LA - en SN - 1759-2887 ST - Examining overlap of included studies in meta-reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1390 Y2 - 2021/04/17/19:30:03 KW - citation matrix KW - corrected covered area KW - meta-review KW - overlap KW - overview ER - TY - RPRT TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Eberhardt, Molly Jamieson AU - Sabates, Ricardo CY - London, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Developing chatbot for academic record monitoring in higher education institution AU - Heryandi, A. T2 - IOP Conference Series: Materials Science and Engineering AB - Monitoring academic records at a higher education institution is highly needed by both students and parents of students. Although the system is usually already available in the form of a web site, but it is still considered too complicated because it must involve a troublesome authentication process, especially for parents. Nowadays, chat applications have been very widely used by the community both young people and even the elderly. There are many chat applications that are widely used including WhatsApp, LINE, Telegram, and Facebook Messenger. The chat application provides an Application Programming Interface (API) service for sending or receiving messages. Therefore, the API can be used to create applications (chatbot) that will serve users in the form of chat. In this study, chatbot was built using the services of Telegram. This is because sending messages via Telegram is free. The information to be served is information about students' attendance at lectures, grades, and financial records. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. With this application, a college can provide facilities for students or parents of students to view academic records easily, cheaply, and can be accessed anytime. DA - 2020/// PY - 2020 DO - 10.1088/1757-899X/879/1/012049 DP - Google Scholar VL - 879 IS - 1 SP - 012049 J2 - IOP Conf. Ser.: Mater. Sci. Eng. LA - en SN - 1757-8981, 1757-899X UR - https://iopscience.iop.org/article/10.1088/1757-899X/879/1/012049 ER - TY - RPRT TI - Stand der Gleichstellung von Frauen und Männern in Deutschland AU - Hobler, Dietmar AU - Lott, Yvonne AU - Pfahl, Svenja AU - Buschoff, Karin CY - Dresden DA - 2020/// PY - 2020 M3 - WSI Report SN - 56 ER - TY - JOUR TI - The difference between emergency remote teaching and online learning AU - Hodges, Charles B. AU - Moore, Stephanie AU - Lockee, Barbara B. AU - Trust, Torrey AU - Bond, Mark Aaron DA - 2020/// PY - 2020 DP - Google Scholar UR - https://vtechworks.lib.vt.edu/handle/10919/104648 Y2 - 2024/02/29/11:21:09 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic AU - Hosszu, Alexandra AU - Rughiniș, Cosima T2 - Sociologie Românească DA - 2020/// PY - 2020 DO - 10.33788/sr.18.2.1 DP - Google Scholar VL - 18 IS - 2 SP - 11 EP - 39 ER - TY - JOUR TI - Low Carbon Education: A Review and Bibliometric Analysis AU - Hudha, Muhammad Nur AU - Hamidah, Ida AU - Permanasari, Anna AU - Abdullah, Ade Gafar AU - Rachman, Indriyani AU - Matsumoto, Toru T2 - European Journal of Educational Research AB - The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'. DA - 2020/// PY - 2020 DO - 10.12973/eu-jer.9.1.319 DP - ERIC VL - 9 IS - 1 SP - 319 EP - 329 LA - en SN - 2165-8714 ST - Low Carbon Education UR - https://eric.ed.gov/?id=EJ1241248 Y2 - 2022/04/05/20:29:35 KW - Climate KW - Developing Nations KW - Ecology KW - Educational Research KW - Energy Conservation KW - Environmental Education KW - Foreign Countries KW - Pollution KW - Sustainable Development KW - Urban Areas ER - TY - JOUR TI - SPATIAL ANALYSIS OF SCHOOL USING GEOGRAPHIC INFORMATION SYSTEM (GIS) CASE STUDY AL-JIHAD SCOTER AU - Hussein, Aseel Mezher AU - Mohameed, Asifa Jasim AB - Geographical Information System (GIS) is one of the most important tools in urban planning for analyzing the distribution of educational services. In this study based on assessing the spatial distribution of schools (elementary and junior high) using spatial analysis, these analyzes started from collecting quantitative and spatial data through field survey using GPS, these data were processed using ArcGIS and through six analytical methods. The study found that primary and middle schools in the Jihad neighborhood have no equity in spatial distribution, and if schools are distributed regularly, then they do not need additional schools. DA - 2020/// PY - 2020 DP - Zotero SP - 17 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Teacherinabox–outside the box AU - Huth, Katherine DA - 2020/// PY - 2020 DP - Google Scholar KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Bouncing forward: a resilience approach to dealing with COVID-19 and future systemic shocks AU - Hynes, William AU - Trump, Benjamin AU - Love, Patrick AU - Linkov, Igor T2 - Environment Systems and Decisions AB - Policy questions are often framed in popular discussion as situations where pulling the right levers will get the economy and society back on track after shocks and crises. This approach ignores how systems interact and how their systemic properties shape socioeconomic outcomes, leading to an over-emphasis on a limited set of characteristics, notably efficiency. We argue that this emphasis on efficiency in the operation, management and outcomes of various economic and social systems is not a conscious collective choice, but rather the response of the whole system to the incentives that individual components face. This has brought much of the world to rely upon complex, nested, and interconnected systems to deliver goods and services around the globe. While this approach has many benefits, the Covid-19 crisis shows how it has also reduced the resilience of key systems to shocks, and allowed failures to cascade from one system to others. This paper reviews the impact of COVID-19 on socioeconomic systems, discusses the notion of resilience, and provides specific recommendations on both integrating resilience analytics for recovery from the current crisis as well as on building resilient infrastructure to address future systemic challenges. DA - 2020/06// PY - 2020 DO - 10.1007/s10669-020-09776-x DP - DOI.org (Crossref) VL - 40 IS - 2 SP - 174 EP - 184 J2 - Environ Syst Decis LA - en SN - 2194-5403, 2194-5411 ST - Bouncing forward UR - http://link.springer.com/10.1007/s10669-020-09776-x Y2 - 2020/08/12/17:03:58 KW - __C:filed:1 ER - TY - ELEC TI - Infrapedia App AU - Infrapedia T2 - Infrapedia DA - 2020/// PY - 2020 LA - English UR - https://www.infrapedia.com/app Y2 - 2020/12/21/00:00:00 ER - TY - RPRT TI - Ghana RECOVR Survey Analysis AU - Innovations for Poverty Action DA - 2020/// PY - 2020 ER - TY - JOUR TI - Perspectives on Curriculum Design: Comparing the Spiral and the Network Models AU - Ireland, Jo AU - Mouthaan, Melissa T2 - Research Matters AB - Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design. DA - 2020/// PY - 2020 DP - ERIC LA - en SN - 1755-6031 ST - Perspectives on Curriculum Design UR - https://eric.ed.gov/?id=EJ1286824 Y2 - 2021/10/17/21:29:04 KW - Curriculum Design KW - Mathematics Education KW - Medical Education KW - Models KW - Music Education KW - Networks KW - Science Education KW - Sequential Approach KW - Spiral Curriculum KW - ⛔ No DOI found ER - TY - JOUR TI - Attitude towards One-to-One Technology among Student Academic Achievement in Ninth Grade STEM Classes AU - Ishmael, Brenda Patterson DA - 2020/// PY - 2020 DP - Google Scholar KW - _C:Austria AUT KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - NEWS TI - Child Online Protection | ITU COP Guidelines AU - ITU DA - 2020/// PY - 2020 LA - en UR - https://www.itu-cop-guidelines.com/ Y2 - 2023/01/06/00:50:25 KW - Final_citation KW - anystyle KW - existing ER - TY - CHAP TI - Treatment Effects and the Measurement of Skills in a Prototypical Home Visiting Program. AU - James Heckman AU - Bei Liu AU - Mai Lu AU - Jin Zhou T2 - Working Paper No. 13346 DA - 2020/// PY - 2020 UR - http://ftp.iza.org/dp13346.pdf ER - TY - CHAP TI - Extending the Experience to Sub-Saharan Africa AU - James, Jeffrey T2 - The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills A2 - James, Jeffrey T3 - SpringerBriefs in Economics AB - The two previous chapters have been concerned with various aspects of a revolutionary new technology, that lies somewhere between a basic mobile phone and a relatively expensive smartphone. Before the advent of the new smart feature phone in India, users were required to buy smartphones in order to access the Internet. Now they are able to do so at a much lower cost. This chapter, however, deals with a different issue, namely, of whether and to what extent, the Indian experience can be replicated in other developing regions and Sub-Saharan Africa in particular. On the basis mainly of available data, I argue that the biggest obstacle to replication lies in affordability: in the price of handsets, data and incomes, Sub-Saharan Africa is at a disadvantage and with respect to device costs, a severe disadvantage. Other dimensions of replicability, however, were less clear-cut, partly because of a paucity of data. What is clear, though, is that associations between KaiOS Technologies and MTN and Orange have resulted in a strong African demand for mobile money through smart feature phones. CY - Cham DA - 2020/// PY - 2020 DP - Springer Link SP - 45 EP - 54 LA - en PB - Springer International Publishing SN - 978-3-030-62212-1 UR - https://doi.org/10.1007/978-3-030-62212-1_4 Y2 - 2022/08/13/14:57:36 KW - India KW - Replication KW - Smart feature phones ER - TY - CHAP TI - The Smart Feature Phone Revolution in Developing Countries: Bringing the Internet to the Bottom of the Pyramid AU - James, Jeffrey T2 - The Impact of Smart Feature Phones on Development: Internet, Literacy and Digital Skills A2 - James, Jeffrey T3 - SpringerBriefs in Economics AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. CY - Cham DA - 2020/// PY - 2020 DP - Springer Link SP - 11 EP - 27 LA - en PB - Springer International Publishing SN - 978-3-030-62212-1 ST - The Smart Feature Phone Revolution in Developing Countries UR - https://doi.org/10.1007/978-3-030-62212-1_2 Y2 - 2022/08/13/14:57:48 KW - India KW - JioPhone KW - Mobile phone KW - Poverty KW - The Internet ER - TY - ELEC TI - Let’s face facts, the 2020 school year is lost. So what to do? AU - Jansen, Jonathan AU - Jansen, Jonathan T2 - Times Select AB - Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are DA - 2020/// PY - 2020 LA - en-ZA UR - https://select.timeslive.co.za/ideas/2020-04-09-lets-face-facts-the-2020-school-year-is-lost-so-what-to-do/ Y2 - 2020/04/20/17:19:37 ER - TY - JOUR TI - Analysis of the ICILS 2018 Results by Korean Students' Educational Experience in Computer and Information Literacy and Computational Thinking AU - Jeon, Seongkyun AU - Son, Yoonhee AU - Park, Sangwook T2 - The Journal of Korean association of computer education DA - 2020/// PY - 2020 DP - Google Scholar VL - 23 IS - 3 SP - 1 EP - 8 UR - https://koreascience.kr/article/JAKO202023852335493.page Y2 - 2024/03/04/15:12:52 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Voluntary participation and natural grouping with smartphones: an effective and practical approach to implement a quasi-experiment AU - Jia, Jiyou AU - Chen, Zhenzhen T2 - International Journal of Mobile Learning and Organisation DA - 2020/// PY - 2020 DP - Google Scholar VL - 14 IS - 1 SP - 49 EP - 62 ST - Voluntary participation and natural grouping with smartphones KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences AU - Jin, Kuan-Yu AU - Reichert, Frank AU - Cagasan Jr, Louie P. AU - de La Torre, Jimmy AU - Law, Nancy T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103968 DP - Google Scholar VL - 157 SP - 103968 ST - Measuring digital literacy across three age cohorts UR - https://www.sciencedirect.com/science/article/pii/S0360131520301664?casa_token=8NNACL2uAqAAAAAA:xTEEVONLn0eZl9KpRdd6ZNgFznT92U0bnL9322fWfN6HoAehC0i6IN2MpiKWX1xRds7ZHHfh4KC9 Y2 - 2023/11/01/20:26:49 ER - TY - JOUR TI - Whatsapp chatbot AU - Jindal, Gaurang AU - Upadhyay, Dinesh AU - Jha, Ashish T2 - EasyChair Preprint DA - 2020/// PY - 2020 DP - Google Scholar VL - 3641 SP - 40 KW - ⛔ No DOI found ER - TY - JOUR TI - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Using Kolibri by Selected Government Schools in Uganda AU - Kabugo, David T2 - Journal of Learning for Development AB - A preview of the international dashboard of trends in education suggests that Open Education Resources (OER) have and will continue to impact the provision of education during institutional closure owing to the global COVID-19 pandemic. However, the toughest question that is often presented to OER promoters regards the pedagogical effectiveness of OER: If education resource users are not cognizant and do not pay for the production, distribution and utilization of the required resources, then, how can the production, distribution and utilization of such resources be effectively used? Basing on data obtained from the system (Kolibri) usage-logs and e-interviews (online conversational interviews) on Zoom which were conducted with twenty five (25) purposively selected teachers, and one hundred (100) students invited from 10 Government-Aided Secondary Schools in Uganda, this study presents a Discourse Analysis (DA) of teachers' use of OER on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OER to enhance students' learning outcomes during the COVID-19 schools lockdown. DA - 2020/// PY - 2020 DO - 10.56059/jl4d.v7i3.465 DP - ERIC VL - 7 IS - 3 SP - 447 EP - 458 LA - en ST - Utilizing Open Education Resources to Enhance Students' Learning Outcomes during the COVID-19 Schools Lockdown UR - https://eric.ed.gov/?id=EJ1280825 Y2 - 2022/12/20/21:26:13 KW - Access to Education KW - COVID-19 KW - Developing Nations KW - Educational Technology KW - Final_citation KW - Foreign Countries KW - Instructional Effectiveness KW - Learning Analytics KW - Open Educational Resources KW - Outcomes of Education KW - Pandemics KW - Public Schools KW - STEM Education KW - School Closing KW - Secondary School Students KW - Secondary School Teachers KW - Student Attitudes KW - Teacher Attitudes KW - Videoconferencing KW - cited KW - existing ER - TY - BLOG TI - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? AU - Kaffenberger, Michelle T2 - Brookings DA - 2020/// PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/ Y2 - 2020/07/27/13:18:02 ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HNVAP5QB KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - _C:Sierra Leone SLE KW - dode_eth-src-eth ER - TY - JOUR TI - View of Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone | Asian Journal of Interdisciplinary Research AU - Kamara, Alhaji Bakar T2 - Asian Journal of Interdisciplinary Research DA - 2020/// PY - 2020 DO - 10.34256/ajir2012 UR - https://iorpress.org/journals/index.php/ajir/article/view/109/75 Y2 - 2020/07/15/10:12:42 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa AU - Karamperidou, Despina AU - Brossard, Mathieu AU - Peirolo, Silvia AU - Richardson, Dominic DA - 2020/// PY - 2020 UR - https://www.unicef-irc.org/time-to-teach Y2 - 2022/01/25/15:17:46 ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report AU - Kawa, Muniru AU - Graham, Hannah AU - Lee, Philip AU - Murray, Tobias AU - Malyon, Stephanie DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates KW - _C:Sierra Leone SLE ER - TY - JOUR TI - MOOCs for Professional Development of Teachers through E-Learning System: The Indian Scenario AU - Kayal, Soumen AU - Kayal, Baisakhi Das T2 - SRELS Journal of Information Management DA - 2020/// PY - 2020 DO - 10.17821/srels/2020/v57i2/151966 DP - Google Scholar VL - 57 IS - 2 SP - 107 EP - 112 ST - MOOCs for Professional Development of Teachers through E-Learning System KW - _C:France FRA KW - _C:India IND KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - EdTech in Jordan: A Rapid Scan AU - Khalayleh, A. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - en M3 - EdTech Hub Country Scan PB - EdTech Hub ST - EdTech in Jordan UR - https://docs.edtechhub.org/lib/NB8YWJYP KW - C:Jordan KW - _C:Jordan JOR KW - _C:Nepal NPL KW - _C:State of Palestine PSE KW - _C:Syrian Arab Republic SYR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - THES TI - An Exploratory Qualitative Study of the Potential for Enhanced e-Learning in Public Higher Education in Afghanistan AU - Khalid, Abdul Habib DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Indiana University of Pennsylvania KW - __C:filed:1 ER - TY - JOUR TI - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review AU - KIHWELE, JIMMY T2 - African Journal of Teacher Education DA - 2020/// PY - 2020 DO - 10.21083/ajote.v9i0.5731 DP - Google Scholar VL - 9 SP - 49 EP - 69 ST - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Warmer environments increase implicit mental workload even if learning efficiency is enhanced AU - Kimura, Tsukasa AU - Takemura, Noriko AU - Nakashima, Yuta AU - Kobori, Hirokazu AU - Nagahara, Hajime AU - Numao, Masayuki AU - Shinohara, Kazumitsu T2 - Frontiers in Psychology DA - 2020/// PY - 2020 DO - 10.3389/fpsyg.2020.00568 DP - Google Scholar VL - 11 SP - 568 KW - BE:RELEVANT ER - TY - JOUR TI - Actualizing children’s rights through early childhood care and education: A focus on the Caribbean AU - Kinkead-Clark, Zoyah AU - Burns, Sheron AU - Abdul-Majied, Sabeerah T2 - Journal of Early Childhood Research DA - 2020/// PY - 2020 DO - 10.1177/1476718X19875765 DP - Google Scholar VL - 18 IS - 1 SP - 58 EP - 72 ST - Actualizing children’s rights through early childhood care and education ER - TY - ELEC TI - Transforming Africa into a single digital market AU - Kone, Lacina T2 - https://www.broadbandcommission.org/ DA - 2020/// PY - 2020 UR - https://www.broadbandcommission.org/insight/transform-africa-into-a-single-digital-market/ ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Saalim AU - Blest, Harriet DA - 2020/// PY - 2020 DP - Google Scholar PB - EdTech Hub ST - Using EdTech to Support Effective Data Monitoring UR - https://docs.edtechhub.org/lib/FS4CMYUB Y2 - 2024/03/05/12:04:15 KW - Final_citation ER - TY - JOUR TI - Free Education: Origins, Achievements, and Current Situation AU - Kretzer, Michael M. T2 - Quality Education DA - 2020/// PY - 2020 DO - 10.1007/978-3-319-95870-5_93 DP - Google Scholar SP - 328 EP - 337 ST - Free Education ER - TY - JOUR TI - Projecting the potential impacts of COVID-19 school closures on academic achievement AU - Kuhfeld, Megan AU - Soland, James AU - Tarasawa, Beth AU - Johnson, Angela AU - Ruzek, Erik AU - Liu, Jing AB - With 55 million students in the United States out of school due to the COVID-19 pandemic, education systems are scrambling to meet the needs of schools and families, including planning how best to approach instruction in the fall given students may be farther behind than in a typical year. Yet, education leaders have little data on how much learning has been impacted by school closures. While the COVID-19 learning interruptions are unprecedented in modern times, existing research on the impacts of missing school (due to absenteeism, regular summer breaks, and school closures) on learning can nonetheless inform projections of potential learning loss due to the pandemic. In this study, we produce a series of projections of COVID-19-related learning loss and its potential effect on test scores in the 2020-21 school year based on (a) estimates from prior literature and (b) analyses of typical summer learning patterns of five million students. Under these projections, students are likely to return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math. However, we estimate that losing ground during the COVID-19 school closures would not be universal, with the top third of students potentially making gains in reading. Thus, in preparing for fall 2020, educators will likely need to consider ways to support students who are academically behind and further differentiate instruction. DA - 2020/// PY - 2020 DO - 10.26300/CDRV-YW05 DP - DOI.org (Datacite) LA - en UR - https://www.edworkingpapers.com/ai20-226 Y2 - 2020/08/12/17:00:30 KW - __C:filed:1 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2020/06/09/10:27:00 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED ST - Sierra Leone and Liberia KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - the case of the ‘nasty trolley’or how mobile learning and tablets are influencing emotions and affects and shaping the constitution of the identity of teachers and students AU - Lameu, Paula T2 - Technology, Knowledge and learning DA - 2020/// PY - 2020 DO - 10.1007/s10758-019-09411-y DP - Google Scholar VL - 25 IS - 1 SP - 45 EP - 61 KW - __C:filed:1 ER - TY - JOUR TI - Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort AU - Lan, Li AU - Xia, Lulu AU - Hejjo, Rihab AU - Wyon, David P. AU - Wargocki, Pawel T2 - Indoor Air AB - This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance. DA - 2020/09// PY - 2020 DO - 10.1111/ina.12685 DP - Google Scholar VL - 30 IS - 5 SP - 841 EP - 859 J2 - Indoor Air LA - en SN - 0905-6947, 1600-0668 UR - https://onlinelibrary.wiley.com/doi/10.1111/ina.12685 Y2 - 2023/03/01/19:48:02 KW - BE:RELEVANT ER - TY - CONF TI - Validity in design science research AU - Larsen, K. AU - Lukyanenko, R. AU - Muller, R. C1 - Kristiansand, Norway C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-64823-7_25 LA - en ER - TY - JOUR TI - Enquête téléphonique sur la crise du Covid au Sénégal AU - Le Nestour, Alexis AU - Mbaye, Samba AU - Moscoviz, Laura T2 - Center for Global Development DA - 2020/// PY - 2020 SP - 25 KW - ⛔ No DOI found ER - TY - JOUR TI - Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants AU - Leaver, Clare AU - Ozier, Owen AU - Serneels, Pieter AU - Zeitlin, Andrew DA - 2020/// PY - 2020 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Relocating research on teacher learning: Toward pedagogically productive talk AU - Lefstein, Adam AU - Vedder-Weiss, Dana AU - Segal, Aliza T2 - Educational researcher DA - 2020/// PY - 2020 DO - 10.3102/0013189X20922998 DP - Google Scholar VL - 49 IS - 5 SP - 360 EP - 368 ST - Relocating research on teacher learning ER - TY - THES TI - The influence of generational differences on the integration of educational technology in higher learning institutions AU - Letsie, Likeleli DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Pretoria KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kosovo XKSVO KW - _C:Lesotho LSO KW - _C:Libya LBY KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - The design thinking toolbox: a guide to mastering the most popular and valuable innovation methods AU - Lewrick, Michael AU - Link, Patrick AU - Leifer, Larry J. AB - "Encyclopedia of Design Thinking Tools explains the most important tools and methods over the Design Thinking cycle. Based on the largest international survey on the use of Design Thinking Tools and Methods, the most popular methods are described on four pages each, by an expert from the Design Thinking community. Simple instructions, expert tips, templates and images of the application make the Encyclopedia valuable reading, especially for Design Thinking beginners. It is suitable for design thinkers who want to quickly and comprehensively familiarize themselves with the tools and try out new tools. It helps readers with: selecting the right tools and finding new tools planning training/workshops on design thinking practical application tips This is an encyclopedia that is the perfect complement to the bestselling, The Design Thinking Playbook"-- CN - HD30.29 .L4913 2020 CY - Hoboken, New Jersey DA - 2020/// PY - 2020 DP - Library of Congress ISBN LA - eng PB - John Wiley & Sons, Inc SN - 978-1-119-62919-1 ST - The design thinking toolbox KW - Creative ability in business KW - Creative ability in technology KW - Creative thinking KW - Problem solving KW - Project management KW - ⛔ No DOI found ER - TY - ELEC TI - The COVID-19 pandemic has changed education forever. This is how AU - Li, Cathy AU - Lalani, Farah T2 - https://www.weforum.org/ DA - 2020/// PY - 2020 UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Y2 - 2024/01/12/00:00:00 ER - TY - BLOG TI - Are students still learning during COVID-19? Formative assessment can provide the answer AU - Liberman, Julia AU - Levin, Victoria AU - Luna-Bazaldua, Diego T2 - World Bank Blogs AB - 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. DA - 2020/// PY - 2020 LA - en ST - Are students still learning during COVID-19? UR - https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer ER - TY - JOUR TI - Arm-Wrestling in the Classroom: the Non-Monotonic Effects of Monitoring Teachers AU - Lichand, Guilherme AU - Wolf, Sharon T2 - SSRN Electronic Journal DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3660611 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Arm-Wrestling in the Classroom UR - https://www.ssrn.com/abstract=3660611 Y2 - 2020/09/09/11:04:49 ER - TY - CHAP TI - Teacher Professional Development at Scale in the Global South AU - Lim, Cher Ping AU - Tinio, Victoria AU - Smith, Matthew AU - Zou, Ellen Wenting AU - Modesto III, Justin Edward T2 - Anticipating and Preparing for Emerging Skills and Jobs DA - 2020/// PY - 2020 SP - 229 EP - 236 PB - Springer, Singapore ER - TY - CHAP TI - Systematic Reviews on Flipped Learning in Various Education Contexts AU - Lo, Chung Kwan T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter shares the author's experiences of and reflections on conducting systematic reviews of flipped classroom research. The author first discusses the rationale for conducting systematic reviews and how the reviews contribute to the flipped learning field. After that, he lighlights some possible strategies, regarding literature search, article selection, and research synthesis, to improve the quality of systematic reviews. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 129 EP - 143 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_8 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - The right to education and ict during covid-19: An international perspective AU - Lorente, Luis Miguel Lázaro AU - Arrabal, Ana Ancheta AU - Pulido-Montes, Cristina T2 - Sustainability DA - 2020/// PY - 2020 DO - 10.3390/su12219091 DP - Google Scholar VL - 12 IS - 21 SP - 9091 ST - The right to education and ict during covid-19 ER - TY - BOOK TI - The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty AU - Loureiro, Andre AU - Cruz, Louisee AU - Lautharte, Ildo AU - Evans, David K. CY - Washington, DC DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34156 ER - TY - JOUR TI - A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development AU - Lukyanenko, R. T2 - Exploring Modeling Methods for Systems Analysis and Development DA - 2020/// PY - 2020 SP - 1 EP - 15 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Research perspectives: design theory indeterminacy: what Is it, how can it be reduced, and why did the polar bear drown? AU - Lukyanenko, R. AU - Parsons, J. T2 - Journal of the Association for Information Systems DA - 2020/// PY - 2020 DO - 10.17705/1jais.00639 VL - 21 IS - 5 SP - 1343 EP - 1369 LA - en KW - _z:no_pdf ER - TY - JOUR TI - Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo AU - Lund, Jennifer Anne AB - This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings. DA - 2020/// PY - 2020 LA - en ST - Continuous Teacher Learning Circles in Learner-Centered Pedagogy UR - https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y Y2 - 2021/02/11/12:31:25 KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Azerbaijan AZE KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review AU - Lynch, Paul AU - Singhal, Nidhi AU - Francis, Gill A. DA - 2020/// PY - 2020 LA - en PB - Zenodo ST - EdTech for Learners with Disabilities in Primary School Settings in LMICs ER - TY - JOUR TI - Computational thinking in higher education: A review of the literature AU - Lyon, Joseph A. AU - J. Magana, Alejandra T2 - Computer Applications in Engineering Education AB - Computational thinking is of growing interest to the science, technology, engineering, and mathematics (STEM) education research community. Calls from national agencies look to increase computation in STEM education. This review identifies key areas for future study by reviewing recent empirical studies that investigate computational thinking in teaching and learning contexts within higher education. Using a systematic process, this review identified four different databases for peer-reviewed research articles using keywords. Results were evaluated against inclusion and exclusion criteria. Studies were analyzed for types of methods, target population, the role of computational thinking, pedagogical designs used, and significant findings of the study. This process resulted in a final set of 13 studies. The results indicate that computational thinking research in higher education is growing, yet there are opportunities for more research. The findings of this study highlight the need for more concrete definitions and implementations of computational thinking within higher education spaces. DA - 2020/// PY - 2020 DO - 10.1002/cae.22295 DP - Wiley Online Library VL - 28 IS - 5 SP - 1174 EP - 1189 LA - en SN - 1099-0542 ST - Computational thinking in higher education UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cae.22295 Y2 - 2022/04/05/20:29:52 KW - STEM education KW - computational thinking KW - higher education ER - TY - JOUR TI - Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers AU - MacEntee, Katie T2 - Sex Education: Sexuality, Society and Learning AB - This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. DA - 2020/// PY - 2020 DO - 10.1080/14681811.2019.1661833 VL - 20 IS - 3 SP - 316 EP - 333 LA - English SN - 1468-1811, 1468-1811 UR - https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers AN - 2396852077; EJ1246641 KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Children And Youth - About KW - Disadvantaged Schools KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Resources KW - Foreign Countries KW - HIV KW - Health Education KW - Higher Education KW - Media Selection KW - Photography KW - Postsecondary Education KW - Preservice Teachers KW - Rural Schools KW - Secondary Education KW - Secondary School Students KW - Sex Education KW - South Africa KW - Story Telling KW - Student Attitudes KW - Teacher Attitudes KW - Teaching Methods KW - Visual Aids KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096729 KW - __finaldtb KW - participatory visual methodology KW - rural education KW - sexual health education ER - TY - RPRT TI - Education Workforce Costed Options Paper AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 29 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Australia AUS KW - _C:Chile CHL KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Iceland ISL KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _yl:d ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf Y2 - 2021/01/30/16:39:12 KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramírez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf KW - _yl:b KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 2 UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _C:India IND KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _yl:a KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 3 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:c KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf ER - TY - RPRT TI - Girls' education and COVID-19 in Pakistan AU - Malala Fund AB - In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences. DA - 2020/// PY - 2020 PB - Malala Fund UR - https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan Y2 - 2020/12/08/10:26:40 ER - TY - RPRT TI - National Education Sector Investment Plan 2020-2030 AU - Malawi Ministry of Education DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf Y2 - 2023/08/28/11:02:45 ER - TY - JOUR TI - Predicting global patterns of long-term climate change from short-term simulations using machine learning AU - Mansfield, Laura A. AU - Nowack, Peer J. AU - Kasoar, Matt AU - Everitt, Richard G. AU - Collins, William J. AU - Voulgarakis, Apostolos T2 - npj Climate and Atmospheric Science DA - 2020/// PY - 2020 DO - 10.1038/s41612-020-00148-5 DP - Google Scholar VL - 3 IS - 1 SP - 44 UR - https://www.nature.com/articles/s41612-020-00148-5 Y2 - 2024/02/24/11:09:27 ER - TY - RPRT TI - Telehealth in an Increasingly Virtual World AU - Martinelli, Katherine AU - Cohen, Yakira AU - Kimball, Harry AU - Sheldon-Dean, Hannah CY - New York, NY DA - 2020/// PY - 2020 PB - Child Mind Institute UR - https://27c2s3mdcxk2qzutg1z8oa91-wpengine.netdna-ssl.com/wp-content/uploads/2020_ChildrensMentalHealthReport-web-Rev.pdf Y2 - 2021/03/11/00:00:00 ER - TY - CHAP TI - Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country AU - Mason, Miriam AU - Galloway, David AU - Joyce-Gibbons, Andrew T2 - Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies A2 - Koh, Caroline AB - This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences. CY - Singapore DA - 2020/// PY - 2020 DP - Springer Link SP - 191 EP - 206 LA - en PB - Springer SN - 9789811598616 UR - https://doi.org/10.1007/978-981-15-9861-6_11 Y2 - 2022/12/24/17:39:27 KW - Low-income country KW - Marginalised children KW - Non-government organisation KW - Personalised learning ER - TY - JOUR TI - School closure, COVID-19 and lunch programme: Unprecedented undernutrition crisis in low-middle income countries AU - Mayurasakorn, Korapat AU - Pinsawas, Bonggochpass AU - Mongkolsucharitkul, Pichanun AU - Sranacharoenpong, Kitti AU - Damapong, Sa-nga T2 - Journal of Paediatrics and Child Health AB - The coronavirus disease 2019 pandemic has affected nearly 70% of children and teenagers around the world due to school closure policies. School closure is implemented widely in order to prevent viral transmission and its impact on the broader community, based on preliminary recommendations and evidence from influenza. However, there is debate with regard to the effectiveness of school closures. Growing evidence suggests that a child's SARS-CoV-2 infection is often mild or asymptomatic and that children may not be major SARS-CoV-2 transmitters; thus, it is questionable if school closures prevent transmission significantly. This question is important as a majority of children in low- and middle-income countries depend on free school meals; unexpected long-term school closure may adversely impact nutrition and educational outcomes. Food insecurity is expected to be higher during the pandemic. In this viewpoint, we argue for a more thorough exploration of potential adverse impacts of school closures in low- and middle-income countries and recommend actions to ensure that the health and learning needs of vulnerable populations are met in this time of crisis. DA - 2020/// PY - 2020 DO - 10.1111/jpc.15018 DP - Wiley Online Library VL - 56 IS - 7 SP - 1013 EP - 1017 LA - en SN - 1440-1754 ST - School closure, COVID-19 and lunch programme UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jpc.15018 Y2 - 2020/08/12/16:54:45 KW - __C:filed:1 ER - TY - JOUR TI - The impact of COVID-19 measures on children with disabilities and their families in Uganda AU - Mbazzi, Femke Bannink AU - Nalugya, Ruth AU - Kawesa, Elizabeth AU - Nimusiima, Claire AU - King, Rachel AU - Van Hove, Geert AU - Seeley, Janet T2 - Disability & Society DA - 2020/// PY - 2020 DP - Google Scholar SP - 1 EP - 24 KW - ⛔ No DOI found ER - TY - BLOG TI - The Role of Interactive Radio Instruction in the COVID-19 Education Response AU - McBurnie, Chris T2 - Open Development & Education AB - At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have … DA - 2020/// PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/ Y2 - 2020/04/13/16:37:36 KW - Author:OpenDevEd ER - TY - THES TI - Digital transformation in education: A mixed methods study of teachers and systems AU - McCarthy, Aidan DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Murdoch University ST - Digital transformation in education KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Malaysia MYS KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - NEWS TI - Vocational education and training for African development: a literature review AU - McGrath, Simon AU - Ramsarup, Presha AU - Zeelen, Jacques AU - Wedekind, Volker AU - Allais, Stephanie AU - Lotz-Sisitka, Heila T2 - Journal of Vocational Education & Training DA - 2020/// PY - 2020 UR - https://www.tandfonline.com/doi/full/10.1080/13636820.2019.1679969 Y2 - 2022/05/03/13:21:16 ER - TY - JOUR TI - The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners AU - Mehri Ghahfarokhi, Marzieh AU - Tavakoli, Mansoor T2 - Journal of Modern Research in English Language Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 7 IS - 3 SP - 45 EP - 69 KW - _C:Canada CAN KW - _C:China CHN KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Ministry of Information and Communications | Home AU - Ministry of Information and Communications (Sierra Leone) DA - 2020/// PY - 2020 UR - https://mic.gov.sl/ Y2 - 2020/06/25/17:37:40 ER - TY - RPRT TI - Education in Emergencies: A Rapid Evidence Review AU - Mitchell, Joel AU - Ashlee, Amy AU - Clericetti, Giulia AU - Gladwell, Jessica AU - Torrance, Rebecca DA - 2020/// PY - 2020 PB - EdTech Hub ST - Education in Emergencies KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - African education research: patterns in publishing and collaboration AU - Mitchell, Rafael DA - 2020/// PY - 2020 DP - Google Scholar ST - African education research KW - ⛔ No DOI found ER - TY - JOUR TI - Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 AU - Mitchell, Rafael AU - Kaya, Hassan O. AU - Kulundu-Bolus, Injairu AU - Tusiime, Michael DA - 2020/// PY - 2020 DP - Google Scholar ST - Transforming Education for Sustainable Futures in Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Education research in sub-Saharan Africa: Quality, visibility, and agendas AU - Mitchell, Rafael AU - Rose, Pauline AU - Asare, Samuel T2 - Comparative Education Review DA - 2020/// PY - 2020 DO - 10.1086/709428 DP - Google Scholar VL - 64 IS - 3 SP - 363 EP - 383 ST - Education research in sub-Saharan Africa ER - TY - GEN TI - COVIBOOK AU - Molina Cruz, Manuela DA - 2020/// PY - 2020 PB - n.p. UR - https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_0a595408de2e4bfcbf1539dcf6ba4b89.pdf ER - TY - JOUR TI - Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth AU - Mollette, M. AU - Villa, B. AU - Cate, D. T2 - Journal of Education for Students Placed at Risk AB - According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC. DA - 2020/// PY - 2020 DO - 10.1080/10824669.2020.1757453 J2 - J. Educ. Stud. Placed Risk LA - English SN - 10824669 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085874198&doi=10.1080%2f10824669.2020.1757453&partnerID=40&md5=66f2e9459ab4d62e70495b3b762fbbe6 DB - Scopus KW - Marginalised KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia AU - Moobola, Larry AU - Mulenga, Innocent Mutale T2 - European Journal of Education Studies DA - 2020/// PY - 2020 DP - Google Scholar ST - Social Studies Curriculum at the Crossroads UR - http://oapub.org/edu/index.php/ejes/article/view/2997 Y2 - 2023/12/06/15:24:10 KW - ⛔ No DOI found ER - TY - JOUR TI - Collective impacts on a global education emergency: The power of network response AU - Moriarty, Kate T2 - Prospects DA - 2020/// PY - 2020 DO - 10.1007/s11125-020-09483-0 DP - Google Scholar VL - 49 IS - 1 SP - 81 EP - 85 ST - Collective impacts on a global education emergency ER - TY - JOUR TI - Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? AU - Moulakdi, André AU - Bouchamma, Yamina T2 - Creative Education AB - Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context. DA - 2020/// PY - 2020 DO - 10.4236/ce.2020.117084 DP - DOI.org (Crossref) VL - 11 IS - 07 SP - 1129 EP - 1144 J2 - CE LA - en SN - 2151-4755, 2151-4771 ST - Professional Development for Primary School Teachers in Cameroon UR - https://www.scirp.org/journal/doi.aspx?doi=10.4236/ce.2020.117084 Y2 - 2023/03/11/12:40:57 ER - TY - JOUR TI - A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic AU - Mseleku, Zethembe AB - The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic. DA - 2020/// PY - 2020 DP - Zotero VL - 5 IS - 10 SP - 10 LA - en ER - TY - JOUR TI - Rethinking quality assurance in curriculum development and implementation for higher education in Africa. AU - Mulenga, Innocent Mutale DA - 2020/// PY - 2020 DO - 10.46606/eajess2020v01i03.0039 DP - Google Scholar UR - https://www.ajol.info/index.php/eajess/article/view/218631 Y2 - 2023/12/06/15:24:22 ER - TY - JOUR TI - Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies. AU - Mulenga, Innocent Mutale DA - 2020/// PY - 2020 DP - Google Scholar ST - Teacher education versus teacher training UR - http://dspace.unza.zm/handle/123456789/6562 Y2 - 2023/12/06/15:21:50 KW - ⛔ No DOI found ER - TY - JOUR TI - Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. AU - Mulenga, Innocent Mutale AU - Chileshe, Edward King DA - 2020/// PY - 2020 DO - 10.46606/eajess2020v01i02.0019 DP - Google Scholar UR - http://dspace.unza.zm/handle/123456789/6567 Y2 - 2023/12/06/15:39:27 ER - TY - JOUR TI - School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia. AU - Muleya, Gistered AU - Kapembwa, Ruth AU - Simuyaba, Eunifridah AU - Njobvu, Tommy AU - Simui, Francis DA - 2020/// PY - 2020 DP - Google Scholar UR - http://dspace.unza.zm/handle/123456789/6933 Y2 - 2023/12/05/11:36:44 KW - ⛔ No DOI found ER - TY - SLIDE TI - Curriculum Reform and Building Back Better A2 - Mullan, Joel A2 - Chuang, Rachel DA - 2020/// PY - 2020 UR - https://docs.google.com/presentation/d/1_JP5OL7ZTJMwn90r-NRqmX93CJHSgemMmS30xJQkzl8/edit#slide=id.g8af48ec716_0_7 Y2 - 2020/07/27/15:52:25 ER - TY - JOUR TI - The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia AU - Musonda, Chewe AU - Masaiti, Gift AU - Mwila, Kennedy AU - Njobvu, Tommie T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 3 SP - 1 EP - 17 UR - https://naturalsciences.unza.zm/index.php/mjlsse/article/view/243 Y2 - 2023/12/05/11:36:53 KW - ⛔ No DOI found ER - TY - JOUR TI - A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia AU - Muzata, Kenneth Kapalu AU - Banja, Madalitso Khulupilika AU - Mulenga, Innocent Mutale AU - Njobvu, Tommie T2 - Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715 DA - 2020/// PY - 2020 DP - Google Scholar VL - 1 IS - 1 SP - 98 EP - 120 UR - https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406 Y2 - 2023/12/05/11:36:51 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher collaboration in curriculum design teams: prospects and challenges in the Zambian education system AU - Mwanza, Christine AU - Changwe, Robert T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 1 SP - 181 EP - 204 ST - Teacher collaboration in curriculum design teams UR - https://journals.unza.zm/index.php/mjlsse/article/view/182 Y2 - 2023/11/28/15:07:57 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? AU - Mwanza, Christine AU - Silukuni, Darious T2 - European Journal of Education Studies DA - 2020/// PY - 2020 DO - 10.46827/ejes.v7i9.3269 DP - Google Scholar VL - 7 IS - 9 ST - Implementation of the Free Education Policy in Primary Schools in Kafue District UR - http://oapub.org/edu/index.php/ejes/article/view/3269 Y2 - 2023/11/28/15:08:01 ER - TY - JOUR TI - Article processing charges are stalling the progress of African researchers: a call for urgent reforms AU - Nabyonga-Orem, Juliet AU - Asamani, James Avoka AU - Nyirenda, Thomas AU - Abimbola, Seye T2 - BMJ Global Health DA - 2020/09// PY - 2020 DO - 10.1136/bmjgh-2020-003650 DP - DOI.org (Crossref) VL - 5 IS - 9 SP - e003650 J2 - BMJ Glob Health LA - en SN - 2059-7908 ST - Article processing charges are stalling the progress of African researchers UR - https://gh.bmj.com/lookup/doi/10.1136/bmjgh-2020-003650 Y2 - 2020/10/01/19:09:02 ER - TY - JOUR TI - An Introduction to Adaptive Interventions and SMART Designs in Education AU - Nahum-Shani, Inbal AU - Almirall, Daniel AU - Buckley, Jacquelyn AB - 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. DA - 2020/// PY - 2020 DP - Zotero LA - en KW - Final_citation KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda AU - Namazzi, Gertrude AU - Hanson, Claudia AU - Nalwadda, Christine AU - Tetui, Moses AU - Nampijja, Margaret AU - Waiswa, Peter AU - Tumwine, James K. AU - Hildenwall, Helena T2 - Plos one DA - 2020/// PY - 2020 DO - 10.1371/journal.pone.0236488 DP - Google Scholar VL - 15 IS - 7 SP - e0236488 ST - Caring for children with neurodevelopmental disability ER - TY - JOUR TI - Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers AU - Naylor, Amanda AU - Gibbs, Janet AU - Igland, Anbjorg AU - Armundson, Monica T2 - Transforming Teacher Education with Mobile Technologies DA - 2020/// PY - 2020 DO - 10.5040/9781350095663.ch-004 DP - Google Scholar SP - 73 ST - Mobile Technology in a Transnational Project KW - __C:filed:1 ER - TY - GEN TI - Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART AU - NEMO DA - 2020/// PY - 2020 PB - Ministry of National Security UR - http://education.gov.vc/education/images/Stories/pdf/Recommendations_for_the_Opening_of_Schools_2020-2021.pdf Y2 - 2020/12/08/00:00:00 ER - TY - CHAP TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] AU - Newman, Mark AU - Gough, David T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 3 EP - 22 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_1 Y2 - 2020/11/26/15:49:34 ER - TY - CHAP TI - Teaching Systematic Review AU - Nind, Melanie T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 55 EP - 68 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_4 Y2 - 2020/11/26/15:49:34 ER - TY - JOUR TI - Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda AU - Nishant, Rohit AU - Kennedy, Mike AU - Corbett, Jacqueline T2 - International Journal of Information Management DA - 2020/// PY - 2020 DO - 10.1016/j.ijinfomgt.2020.102104 DP - Google Scholar VL - 53 SP - 102104 ST - Artificial intelligence for sustainability UR - https://www.sciencedirect.com/science/article/pii/S0268401220300967 Y2 - 2024/02/24/11:17:24 ER - TY - JOUR TI - Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research AU - Nkrumah, Rodney Buadi AU - Sinha, Vandna T2 - Review of Education AB - The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE. DA - 2020/// PY - 2020 DO - 10.1002/rev3.3205 DP - Wiley Online Library VL - 8 IS - 3 SP - 733 EP - 764 LA - en SN - 2049-6613 ST - Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3205 Y2 - 2022/04/18/11:21:33 KW - Ghana KW - Sub-Saharan Africa KW - educational expansion KW - global development frameworks KW - universal basic education ER - TY - RPRT TI - COVID-19 employment stress and child vulnerability.pdf AU - Noble, K. AU - Hurley, P. AU - Macklin, S. DA - 2020/// PY - 2020 UR - http://vuir.vu.edu.au/40603/1/COVID-19%20employment%20stress%20and%20child%20vulnerability.pdf Y2 - 2020/08/12/17:19:49 ER - TY - JOUR TI - Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates AU - Noda, Lumy AU - Lima, Amanda VP AU - Souza, Jullyanne F. AU - Leder, Solange AU - Quirino, Luana M. T2 - Building and Environment DA - 2020/// PY - 2020 DO - 10.1016/j.buildenv.2020.107156 DP - Google Scholar VL - 182 SP - 107156 KW - BE:RELEVANT ER - TY - JOUR TI - Availability and usage of information communication technology facilities in secondary schools in Zambia AU - Nsama, Peggy AU - Masaiti, Gift AU - Akakandelwa, Akakandelwa T2 - Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864) DA - 2020/// PY - 2020 DP - Google Scholar VL - 1 IS - 1 SP - 87 EP - 106 UR - https://law.unza.zm/index.php/ZJEMAL/article/view/216 Y2 - 2023/12/05/11:39:21 KW - ⛔ No DOI found ER - TY - RPRT TI - Cover Note for COVID-19 Accelerated Funding Request AU - OECS DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2007%20COVID-19%20AFF%20Request%20OECS%20-%20Verified.pdf Y2 - 2020/07/25/18:15:10 ER - TY - RPRT TI - OECS Education Sector Response and Recovery Strategy to COVID-19 AU - OECS DA - 2020/// PY - 2020 LA - English PB - Organisation of Eastern Caribbean States UR - https://www.oecs.org/en/our-work/knowledge/library/oecs-education-sector-response-strategy-to-covid-19/viewdocument/2115 Y2 - 2020/07/26/11:27:54 ER - TY - JOUR TI - Financing Education in Africa through Diaspora Bonds AU - Olanrewaju, Gideon Seun AU - Olaniran, Sunday Olawale T2 - African Journal of Development Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 10 IS - 3 SP - 7 KW - ⛔ No DOI found ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - GEN TI - Disability, computer and school data in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - RPRT TI - Applying Behavioural Insights in EdTech - An incomplete guide AU - Owen, Hannah AU - Chadeesingh, Lal AU - Arnold, Brian DA - 2020/// PY - 2020 UR - https://media.nesta.org.uk/documents/Applying_Behavioural_Insights_EdTech.pdf Y2 - 2020/10/23/13:18:53 ER - TY - RPRT TI - International Common Assessment of Numeracy. Background, Features and Large-scale Implementation AU - PAL Network DA - 2020/// PY - 2020 UR - https://palnetwork.org/ican/ ER - TY - JOUR TI - Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA AU - Park, H. AU - Lim, Y. T2 - Chinese Journal of Sociology AB - Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020. DA - 2020/// PY - 2020 DO - 10.1177/2057150X20916011 VL - 6 IS - 2 SP - 239 EP - 256 J2 - Chin. J. Sociol. LA - English SN - 2057150X (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081537508&doi=10.1177%2f2057150X20916011&partnerID=40&md5=31add6a3defd3503538be10c82800bba DB - Scopus KW - Children KW - East Asia KW - Supplementary Education KW - _AcademicRecoveryOECS KW - education KW - inequality KW - stratification ER - TY - JOUR TI - Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic AU - Pather, Nalini AU - Blyth, Phil AU - Chapman, Jamie A. AU - Dayal, Manisha R. AU - Flack, Natasha A. M. S. AU - Fogg, Quentin A. AU - Green, Rodney A. AU - Hulme, Anneliese K. AU - Johnson, Ian P. AU - Meyer, Amanda J. AU - Morley, John W. AU - Shortland, Peter J. AU - Štrkalj, Goran AU - Štrkalj, Mirjana AU - Valter, Krisztina AU - Webb, Alexandra L. AU - Woodley, Stephanie J. AU - Lazarus, Michelle D. T2 - Anatomical Sciences Education AB - Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. DA - 2020/// PY - 2020 DO - 10.1002/ase.1968 DP - Wiley Online Library VL - 13 IS - 3 SP - 284 EP - 300 LA - en SN - 1935-9780 ST - Forced Disruption of Anatomy Education in Australia and New Zealand UR - https://anatomypubs.onlinelibrary.wiley.com/doi/abs/10.1002/ase.1968 Y2 - 2020/08/12/17:02:16 KW - Australia KW - Covid-19 pandemic KW - New Zealand KW - __C:filed:1 KW - active learning KW - gross anatomy education KW - medical education KW - online delivery KW - online practical anatomy KW - reflective practices KW - remote learning KW - student well-being KW - workload ER - TY - RPRT TI - Tools, tactics and methods to harness the power of people, data and technology to solve global challenges AU - Peach, Kathy AU - Berditchevskaia, Aleks AU - Bass, Theo DA - 2020/// PY - 2020 PB - Nesta ER - TY - BOOK TI - Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling AU - Pensiero, Nicola AU - Kelly, Anthony AU - Bokhove, Christian DA - 2020/// PY - 2020 DP - DOI.org (Datacite) LA - en PB - University of Southampton ST - Learning inequalities during the Covid-19 pandemic UR - https://eprints.soton.ac.uk/442619/ Y2 - 2020/08/12/17:20:34 ER - TY - JOUR TI - Rediscovering the use of chatbots in education: A systematic literature review AU - Pérez, José Quiroga AU - Daradoumis, Thanasis AU - Puig, Joan Manuel Marquès T2 - Computer Applications in Engineering Education DA - 2020/// PY - 2020 DO - 10.1002/cae.22326 DP - Google Scholar VL - 28 IS - 6 SP - 1549 EP - 1565 ST - Rediscovering the use of chatbots in education ER - TY - JOUR TI - Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance AU - Phiri, Donald AU - Mulenga, Innocent Mutale T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 2 SP - 94 EP - 125 ST - Teacher transfers from primary schools in Chama district of Zambia UR - https://library.unza.zm/index.php/mjlsse/article/view/233 Y2 - 2023/12/06/15:39:39 KW - ⛔ No DOI found ER - TY - JOUR TI - Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage AU - Pillay, Venitha T2 - Professional Development in Education DA - 2020/// PY - 2020 DO - 10.1080/19415257.2018.1550101 DP - Google Scholar VL - 46 IS - 2 SP - 229 EP - 244 ST - Jika iMfundo KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Ethiopia ETH KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - COVID-19’s Effect on Students: How School Counselors Rise to the Rescue AU - Pincus, Robert AU - Hannor-Walker, TeShaunda AU - Wright, Leonis S AU - Justice, Judith T2 - NASSP Bulletin AB - The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic. DA - 2020/// PY - 2020 DO - 10.1177/0192636520975866 VL - 104 IS - 4 SP - 241 EP - 256 Y2 - 2021/03/22/00:00:00 ER - TY - JOUR TI - Digital technologies in support of students learning in Higher Education: literature review AU - Pinto, Marta AU - Leite, Carlinda T2 - Digital Education Review AB - Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet. DA - 2020/// PY - 2020 DO - 10.1344/der.2020.37.343-360 DP - dialnet.unirioja.es IS - 37 SP - 343 EP - 360 LA - eng SN - 2013-9144 ST - Digital technologies in support of students learning in Higher Education UR - https://dialnet.unirioja.es/servlet/articulo?codigo=7615204 Y2 - 2022/04/05/20:38:27 KW - _genre:LR-literature_review ER - TY - THES TI - The lived experience of undergraduate students using tablet devices AU - Prendergast, Trevor DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Durham University KW - _C:Canada CAN KW - _C:Czech Republic CZE KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Malaysia MYS KW - _C:Slovakia SVK KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Education and COVID-19: Focusing on the long-term impact of school closures AU - Rachel, LINDEN DA - 2020/// PY - 2020 DP - Zotero SP - 7 LA - en KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Girl-focused life skills interventions at a distance AU - Rafaeli, Tal CY - Brighton, UK DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - K4D Helpdesk Report PB - Institute of Development Studies SN - 806 ER - TY - JOUR TI - Artificial intelligence and management: the automation-augmentation paradox AU - Raisch, S AU - Krakowski, S T2 - Academy of Management Review DA - 2020/// PY - 2020 DO - 10.5465/amr.2018.0072 VL - 46 IS - 1 SP - 192 EP - 210 LA - en ER - TY - JOUR TI - ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education AU - Rana, Kesh AU - Rana, Karna T2 - Malaysian Online Journal of Educational Technology AB - This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities. DA - 2020/// PY - 2020 DO - 10.17220/mojet.2020.01.003 VL - 8 IS - 1 SP - 36 EP - 47 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1239982.pdf AN - 2396845922; EJ1239982 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Nepal KW - Postsecondary Education KW - Preservice Teacher Education KW - Program Implementation KW - Sustainability KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095751 KW - __finaldtb ER - TY - JOUR TI - Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment AU - Randall, Jennifer AU - O'Donnell, Francis AU - Botha, Sandra M. T2 - FIRE: Forum for International Research in Education AB - Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year. DA - 2020/// PY - 2020 DO - 10.32865/fire20206225 DP - ERIC VL - 6 IS - 2 SP - 1 EP - 23 LA - en SN - 2326-3873 ST - Accelerated Learning Programs for Out-of-School Girls UR - https://eric.ed.gov/?id=EJ1248094 Y2 - 2020/06/19/05:50:00 KW - Academic Achievement KW - Acceleration (Education) KW - Access to Education KW - Developing Nations KW - Disadvantaged Youth KW - Educational Attainment KW - Enrollment Influences KW - Females KW - Foreign Countries KW - Instructional Program Divisions KW - LMIC KW - Literacy KW - Numeracy KW - Out of School Youth KW - Primary Education KW - Program Effectiveness KW - School Location KW - Traditional Schools KW - War KW - _AcademicRecoveryOECS KW - girls KW - marginalised KW - quant KW - quasi-experimental ER - TY - CONF TI - The influence of paikem gembrot model against student’s self efficacy and learning outcomes AU - Rasidi, Ahmad AU - Susana, Dian C3 - Journal of Physics: Conference Series DA - 2020/// PY - 2020 DO - 10.1088/1742-6596/1539/1/012054 DP - Google Scholar VL - 1539 SP - 012054 PB - IOP Publishing KW - _C:China CHN KW - _C:Indonesia IDN KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look AU - Reich, Justin AU - Buttimer, Christopher J. AU - Fang, Alison AU - Hillaire, Garron AU - Hirsch, Kelley AU - Larke, Laura R. AU - Littenberg-Tobias, Joshua AU - Moussapour, Roya Madoff AU - Napier, Alyssa AU - Thompson, Meredith DA - 2020/// PY - 2020 DO - 10.35542/osf.io/437e2 DP - Google Scholar ST - Remote learning guidance from state education agencies during the COVID-19 pandemic UR - https://edarxiv.org/437e2/?utm_medium=email&utm_source=other&utm_campaign=opencourse.GdeNrll1EeSROyIACtiVvg.announcements~opencourse.GdeNrll1EeSROyIACtiVvg.AHpedUxETU63JlTk4fDolw Y2 - 2024/02/29/13:29:54 KW - Final_citation ER - TY - CHAP TI - What Is Global Education and Why Does It Matter? AU - Reimers, Fernando M. T2 - Educating Students to Improve the World C2 - Reimers, Fernando M. CY - Singapore DA - 2020/// PY - 2020 DP - DOI.org (Crossref) SP - 25 EP - 29 LA - en PB - Springer Singapore SN - 9789811538865 9789811538872 UR - http://link.springer.com/10.1007/978-981-15-3887-2_2 Y2 - 2022/03/31/15:23:41 ER - TY - RPRT TI - Using educational transitions to estimate learning loss due to Covid-19 school closures AU - Ricardo, Sabates AU - Carter, Emma AU - Stern, Jonathan DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.educ.cam.ac.uk/centres/real/publications/Using%20educational%20transitions%20to%20estimate%20learning%20loss%20due%20to%20Covid-19%20school%20closures.pdf Y2 - 2020/08/12/15:39:56 KW - _COVID_DEAA-List ER - TY - RPRT TI - Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises AU - Richmond, Simon DA - 2020/// PY - 2020 SP - 9 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf Y2 - 2020/04/04/16:44:47 ER - TY - JOUR TI - Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria AU - Ricoy, María-Carmen AU - Sánchez-Martínez, Cristina T2 - Revista Española de Pedagogía DA - 2020/// PY - 2020 DO - 10.22550/REP78-2-2020-04 DP - Google Scholar VL - 78 IS - 276 SP - 273 EP - 290 KW - _C:Croatia HRV KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme AU - RISE T2 - RISE Programme DA - 2020/// PY - 2020 M3 - Text UR - https://riseprogramme.org/tools/simulating-learning Y2 - 2020/11/05/02:34:58 ER - TY - GEN TI - Guidance for Teachers and Counselors during COVID-19 and Other Crises AU - Rock, Sarah AU - Gilgoff, Rachel DA - 2020/// PY - 2020 PB - Rock Results UR - http://www.rockresults.org/uploads/1/3/0/8/130859271/guidance_for_teachers_and_counselors_during_covid-19_and_other_crises.pdf ER - TY - RPRT TI - Education technology in developing countries: A systematic review AU - Rodriguez-Segura, D DA - 2020/// PY - 2020 UR - https://www.curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf KW - _genre:LR-literature_review ER - TY - JOUR TI - EdTech in Developing Countries: A Review of the Evidence AU - Rodriguez-Segura, Daniel T2 - World Bank Research Observer AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. DA - 2020/// PY - 2020 DO - 10.1093/wbro/lkab011 DP - elibrary.worldbank.org (Atypon) VL - 37 IS - 2 SP - 171 EP - 203 SN - 1564-6971 ST - EdTech in Developing Countries UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011 Y2 - 2022/10/16/22:15:07 KW - ACCESS TO TECHNOLOGY KW - EDTECH KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY KW - INNOVATION ER - TY - JOUR TI - EdTech in Developing Countries: A Review of the Evidence AU - Rodriguez-Segura, Daniel T2 - World Bank Research Observer AB - The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries. DA - 2020/// PY - 2020 DO - 10.1093/wbro/lkab011 DP - elibrary.worldbank.org (Atypon) VL - 37 IS - 2 SP - 171 EP - 203 SN - 1564-6971 ST - EdTech in Developing Countries UR - https://elibrary.worldbank.org/doi/10.1093/wbro/lkab011 Y2 - 2022/10/16/22:15:07 KW - ACCESS TO TECHNOLOGY KW - EDTECH KW - EMERGENCE OF EDUCATIONAL TECHNOLOGY KW - Final_citation KW - INNOVATION KW - cited KW - existing ER - TY - RPRT TI - Teachers Learning Together: Large-scale approaches to teacher communities of practice AU - Rossignoli, Serena AU - Amenya, Donvan AU - Kamana, Dieudonne AU - Tiganescu, Andrea AU - Kudenko, Irina DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf Y2 - 2020/05/25/13:06:40 KW - C:Kenya / Rwanda KW - _C:Kenya KEN KW - _C:Rwanda RWA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components AU - RS DA - 2020/// PY - 2020 UR - https://uk.rs-online.com/web/generalDisplay.html?id=did-you-know/the-edtech-report Y2 - 2020/08/24/10:53:38 ER - TY - ELEC TI - The June 16 Soweto Youth Uprising | South African History Online AU - SA History Online DA - 2020/// PY - 2020 UR - https://www.sahistory.org.za/article/june-16-soweto-youth-uprising Y2 - 2020/06/15/20:37:42 ER - TY - RPRT TI - Gemeinsam Gestalten: Migration aus Afrika nach Europa AU - Sachverständigenrat deutscher Stiftungen für Integration und Migration CY - Dortmund: Lensing Druck. DA - 2020/// PY - 2020 M3 - Jahresbericht ER - TY - JOUR TI - COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. AU - Salmi, Jamil T2 - Lumina foundation DA - 2020/// PY - 2020 DP - Google Scholar ST - COVID's Lessons for Global Higher Education UR - https://eric.ed.gov/?id=ED611329 Y2 - 2024/03/04/15:16:44 KW - Final_citation KW - ⛔ No DOI found ER - TY - JOUR TI - Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) AU - Samsonova, Olga DA - 2020/// PY - 2020 DP - Google Scholar ST - Educational technology in Abu Dhabi public schools KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Jordan JOR KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Managing the human–chatbot divide: how service scripts influence service experience AU - Sands, Sean AU - Ferraro, Carla AU - Campbell, Colin AU - Tsao, Hsiu-Yuan T2 - Journal of Service Management DA - 2020/// PY - 2020 DO - 10.1108/JOSM-06-2019-0203 DP - Google Scholar ST - Managing the human–chatbot divide ER - TY - JOUR TI - Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): AU - Sauer, Michael AU - Volarevic, Jurica DA - 2020/// PY - 2020 DP - Zotero SP - 44 LA - de KW - ⛔ No DOI found ER - TY - RPRT TI - Averting an Education Catastrophe for the World’s Children AU - Save Our Future DA - 2020/// PY - 2020 UR - https://saveourfuture.world/wp-content/uploads/2020/10/White-Paper-FINAL.pdf Y2 - 2022/04/18/16:27:35 ER - TY - RPRT TI - Impact Report AU - Save Our Future DA - 2020/// PY - 2020 UR - https://saveourfuture.world/wp-content/uploads/2020/12/SOF-Impact-Report_FINAL.pdf Y2 - 2022/04/18/16:32:22 ER - TY - JOUR TI - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study AU - Scalf, Patricia Pounds DA - 2020/// PY - 2020 DP - Google Scholar ST - Exploring How Preschoolers Use IPads to Develop Phonemic Awareness KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Croatia HRV KW - _C:Germany DEU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Artificial intelligence-based conversational agents for chronic conditions: systematic literature review AU - Schachner, Theresa AU - Keller, Roman AU - v Wangenheim, Florian T2 - Journal of medical Internet research DA - 2020/// PY - 2020 DO - 10.2196/20701 DP - Google Scholar VL - 22 IS - 9 SP - e20701 ST - Artificial intelligence-based conversational agents for chronic conditions UR - https://www.jmir.org/2020/9/e20701/ Y2 - 2024/02/24/10:03:15 ER - TY - JOUR TI - Teacher leadership: A systematic review, methodological quality assessment and conceptual framework AU - Schott, Carina AU - van Roekel, Henrico AU - Tummers, Lars G. T2 - Educational Research Review DA - 2020/// PY - 2020 DO - 10.1016/j.edurev.2020.100352 DP - Google Scholar VL - 31 SP - 100352 ST - Teacher leadership ER - TY - JOUR TI - A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field AU - Schryen, Guido AU - Wagner, Gerit AU - Benlian, Alexander AU - Paré, Guy T2 - Communications of the AIS AB - Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory. DA - 2020/// PY - 2020 DP - ris.uni-paderborn.de VL - 46 SP - 134 EP - 168 LA - eng SN - 1529-3181 ST - A Knowledge Development Perspective on Literature Reviews UR - https://ris.uni-paderborn.de/record/11946 Y2 - 2024/01/18/22:35:36 KW - ⛔ No DOI found ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Designers Workbook (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - Arabic KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Design Thinking for Educators - Toolkit (English/Arabic) AU - Schurr, Michael DA - 2020/// PY - 2020 DP - Zotero LA - en KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Teacher recruitment and retention: A critical review of international evidence of most promising interventions AU - See, Beng Huat AU - Morris, Rebecca AU - Gorard, Stephen AU - Kokotsaki, Dimitra AU - Abdi, Sophia T2 - Education Sciences DA - 2020/// PY - 2020 DO - 10.3390/educsci10100262 DP - Google Scholar VL - 10 IS - 10 SP - 262 ST - Teacher recruitment and retention ER - TY - JOUR TI - Machines as teammates: a research agenda on AI in team collaboration AU - Seeber, I. AU - Bittner, E. AU - Briggs, R.O. T2 - Information & Management DA - 2020/// PY - 2020 DO - 10.1016/j.im.2019.103174 VL - 57 IS - 2 SP - 1 EP - 22 LA - en ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Assistive technology for students with visual disability in schools for the blind in Delhi AU - Senjam, Suraj Singh AU - Foster, Allen AU - Bascaran, Covadonga AU - Vashist, Praveen AU - Gupta, Vivek T2 - Disability and Rehabilitation: Assistive Technology AB - 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. DA - 2020/// PY - 2020 DO - 10.1080/17483107.2019.1604829 DP - Taylor and Francis+NEJM VL - 15 IS - 6 SP - 663 EP - 669 SN - 1748-3107 UR - https://doi.org/10.1080/17483107.2019.1604829 Y2 - 2021/03/04/13:48:47 KW - Assistive technology KW - awareness KW - blind schools KW - utilization KW - visual disability ER - TY - JOUR TI - Meta-analysis as a response to the replication crisis. AU - Sharpe, Donald AU - Poets, Sarena T2 - Canadian Psychology/Psychologie Canadienne DA - 2020/// PY - 2020 DO - 10.1037/cap0000215 DP - Google Scholar VL - 61 IS - 4 SP - 377 UR - https://psycnet.apa.org/record/2020-58586-001 Y2 - 2023/11/01/23:24:55 ER - TY - ELEC TI - Saint Lucia AU - Sheldon, AnnaMarie L T2 - stateuniversity.com DA - 2020/// PY - 2020 LA - en M3 - Text UR - https://education.stateuniversity.com/pages/1294/Saint-Lucia.html Y2 - 2020/11/09/09:23:28 ER - TY - JOUR TI - An Integrative Literature Review on Sex Education Programs for Korean College Students AU - Shin, Hyewon AU - Lee, Jung Min AU - Min, Hye Young T2 - The Journal of Korean Academic Society of Nursing Education DA - 2020/// PY - 2020 DO - 10.5977/jkasne.2020.26.1.78 DP - Google Scholar VL - 26 IS - 1 SP - 78 EP - 96 KW - __C:filed:1 ER - TY - JOUR TI - A study on the application of artificial intelligence in elementary science education AU - Shin, Won-Sub AU - Shin, Dong-Hoon T2 - Journal of Korean elementary science education DA - 2020/// PY - 2020 DP - Google Scholar VL - 39 IS - 1 SP - 117 EP - 132 UR - https://koreascience.kr/article/JAKO202014264111267.page Y2 - 2024/02/24/10:05:05 KW - ⛔ No DOI found ER - TY - RPRT TI - Rapid Review of Assistive Technologies for Persons with Disability in India AU - Singh, Suneeta AU - Tomar, Manika AU - Mahendra, Vaishali S AB - The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response DA - 2020/// PY - 2020 LA - en PB - Amaltas Consulting Private Ltd UR - https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india Y2 - 2020/12/10/21:15:32 ER - TY - CHAP TI - An educational Chatbot for answering queries AU - Sinha, Sharob AU - Basak, Shyanka AU - Dey, Yajushi AU - Mondal, Anupam T2 - Emerging Technology in Modelling and Graphics DA - 2020/// PY - 2020 DP - Google Scholar SP - 55 EP - 60 PB - Springer ER - TY - CONF TI - Tutorbot: A Chatbot for Higher Education Practice AU - Sjöström, Jonas AU - Dahlin, Maritha A2 - Hofmann, Sara A2 - Müller, Oliver A2 - Rossi, Matti T3 - Lecture Notes in Computer Science AB - In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting. C1 - Cham C3 - Designing for Digital Transformation. Co-Creating Services with Citizens and Industry DA - 2020/// PY - 2020 DO - 10.1007/978-3-030-64823-7_10 DP - Springer Link SP - 93 EP - 98 LA - en PB - Springer International Publishing SN - 978-3-030-64823-7 ST - Tutorbot KW - Architecture KW - Chatbot KW - Design KW - Design science research KW - Higher education KW - Practice ER - TY - GEN TI - ICT Skills Capacity Building Blueprint AU - Smart Africa DA - 2020/// PY - 2020 UR - https://smartafrica.org/knowledge/ict-skills-capacity-building-blueprint/ ER - TY - JOUR TI - Costing the implementation of public health interventions in resource-limited settings: a conceptual framework AU - Sohn, Hojoon AU - Tucker, Austin AU - Ferguson, Olivia AU - Gomes, Isabella AU - Dowdy, David T2 - Implementation Science AB - Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability. DA - 2020/12// PY - 2020 DO - 10.1186/s13012-020-01047-2 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 86 J2 - Implementation Sci LA - en SN - 1748-5908 ST - Costing the implementation of public health interventions in resource-limited settings UR - https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01047-2 Y2 - 2022/02/22/15:18:40 ER - TY - JOUR TI - Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school AU - Son, Won-Seong T2 - Journal of The Korean Association of Information Education DA - 2020/// PY - 2020 DO - 10.14352/jkaie.2020.24.5.453 DP - Google Scholar VL - 24 IS - 5 SP - 453 EP - 462 ST - Development of SW education class plan using artificial intelligence education platform UR - https://koreascience.kr/article/JAKO202009651163334.page Y2 - 2024/02/24/10:04:55 ER - TY - JOUR TI - Investigating the Barriers to Teachers’ Professional Development in an EFL Context AU - Soodmand Afshar, Hassan AU - Ghasemi, Shabnam T2 - Journal of Modern Research in English Language Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 7 IS - 2 SP - 101 EP - 122 KW - _C:China CHN KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Lesotho LSO KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Artificial intelligence and climate change AU - Stein, Amy L. T2 - Yale J. on Reg. DA - 2020/// PY - 2020 DP - Google Scholar VL - 37 SP - 890 UR - https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/yjor37§ion=24 Y2 - 2024/02/24/11:14:13 KW - ⛔ No DOI found ER - TY - ELEC TI - Caribbean Regional Communications Infrastructure Program (CARCIP) AU - Submarine Cable Map T2 - Submarine Cable Map DA - 2020/// PY - 2020 UR - https://www.submarinecablemap.com/#/submarine-cable/caribbean-regional-communications-infrastructure-program-carcip Y2 - 2020/12/21/00:00:00 ER - TY - ELEC TI - Southern Caribbean Fiber AU - Submarine Cable Map T2 - Submarine Cable Map DA - 2020/// PY - 2020 UR - https://www.submarinecablemap.com/#/submarine-cable/southern-caribbean-fiber Y2 - 2020/12/21/00:00:00 ER - TY - BOOK TI - A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools AU - Sullivan, Dan DA - 2020/// PY - 2020 DP - Google Scholar PB - Wilmington University (Delaware) KW - __C:filed:1 ER - TY - BOOK TI - Estimates of the impact of COVID-19 on global poverty AU - Sumner, Andy AU - Hoy, Chris AU - Ortiz-Juarez, Eduardo AU - UNU-WIDER T2 - WIDER Working Paper AB - Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 43 VL - 2020 LA - en PB - UNU-WIDER SN - 978-92-9256-800-9 UR - https://www.wider.unu.edu/node/237051 Y2 - 2020/07/25/14:36:32 ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - https://doi.org/10.1007/978-3-658-27602-7_3 Y2 - 2020/11/26/15:48:46 ER - TY - CHAP TI - Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review AU - Tai, Joanna AU - Ajjawi, Rola AU - Bearman, Margaret AU - Wiseman, Paul T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 91 EP - 110 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 ST - Conceptualizations and Measures of Student Engagement UR - https://doi.org/10.1007/978-3-658-27602-7_6 Y2 - 2020/11/26/15:49:34 ER - TY - CONF TI - What about children? Implications from their subjective perception and the risk of overheating in schools AU - te Kulve, Marije AU - Hellwig, Runa T. AU - van Dijken, Froukje AU - Boerstra, Atze C3 - Windsor Conference 2020: Resilient Comfort DA - 2020/// PY - 2020 DP - Google Scholar SP - 216 EP - 223 PB - Ecohouse Initiative Ltd. ST - What about children? KW - BE:RELEVANT KW - ⛔ No DOI found ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - GEN AU - TETFund, Abuja DA - 2020/// PY - 2020 ER - TY - JOUR TI - Indoor temperature and health: a global systematic review AU - Tham, S. AU - Thompson, R. AU - Landeg, O. AU - Murray, K. A. AU - Waite, Thomas T2 - Public Health DA - 2020/// PY - 2020 DO - 10.1016/j.puhe.2019.09.005 DP - Google Scholar VL - 179 SP - 9 EP - 17 ST - Indoor temperature and health KW - BE:RELEVANT ER - TY - CONF TI - Designing a Chat Bot for Learning a Subject in a Telegram Messenger. AU - Tsidylo, Ivan AU - Samborskiy, Sergiy AU - Mazur, Stanislav-Ivan AU - Zamoroz, Maria C3 - ICTERI Workshops DA - 2020/// PY - 2020 DP - Google Scholar SP - 1329 EP - 1340 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria AU - Tudunwada, I.Y. AU - S.S, Khalifa T2 - Wudil Journal of Earth & Environmental Sciences, WUJEES DA - 2020/// PY - 2020 VL - 1 SP - 43 EP - 51 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Design principles for fostering pedagogical provenance through research in technology supported learning AU - Turvey, Keith AU - Pachler, Norbert T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103736 DP - Google Scholar VL - 146 SP - 103736 KW - __C:filed:1 ER - TY - RPRT TI - Framework for reopening of schools in the Caribbean including schools for learners with special education needs AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000374002 Y2 - 2021/02/20/11:44:54 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380370&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_86f61dfe-9051-476c-a91d-8b5e4e56506b%3F_%3D380370eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000380370/PDF/380370eng.pdf#%5B%7B%22num%22%3A21626%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C842%2C0%5D Y2 - 2023/08/28/11:07:00 ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 KW - _C:Sierra Leone SLE ER - TY - GEN TI - COVID-19: Pathways for the Return to Learning AU - UNHCR AEWG DA - 2020/// PY - 2020 LA - English PB - UNHCR Accelerated Education Working Group UR - https://inee.org/system/files/resources/AEWG_COVID19_Pathways%20for%20the%20Return%20to%20Learning-screen_0.pdf Y2 - 2020/11/26/00:00:00 ER - TY - RPRT TI - Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality AU - UNICEF CY - Dakar DA - 2020/// PY - 2020 PB - UNICEF UR - https://unesdoc.unesco.org/ark:/48223/pf0000375434/PDF/375434eng.pdf.multi Y2 - 2021/04/19/00:00:00 ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - What Have We Learnt? AU - UNICEF DA - 2020/// PY - 2020 DP - Google Scholar PB - Paris, New York, Washington DC: UNESCO, UNICEF, World Bank ER - TY - RPRT TI - A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs AU - UNICEF AU - Children and Youth Council of Thailand AU - UNDP AU - UNFPA DA - 2020/// PY - 2020 UR - https://www.unicef.org/thailand/media/4031/file Y2 - 2020/08/20/10:50:37 ER - TY - RPRT TI - UN Flagship Report Disability AU - United Nations DA - 2020/// PY - 2020 UR - https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - JOUR TI - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática AU - Universidade Federal de Brasília (Brasil) AU - Ferreira Borges, Flavio AU - Teixeira, Janaína Angelina AU - Universidade de Brasília (Brasil) AU - Osuna Acedo, Sara AU - Universidad Nacional de Educación a Distancia (España) T2 - RELATEC Revista Latinoamericana de Tecnología Educativa DA - 2020/// PY - 2020 DO - 10.17398/1695-288X.19.2.115 DP - DOI.org (Crossref) VL - 19 IS - 2 SP - 115 EP - 113 J2 - RELATEC SN - 1695288X ST - Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas UR - https://relatec.unex.es/article/view/3802 Y2 - 2021/05/08/09:42:52 ER - TY - RPRT TI - Delivering Distance Learning in Emergencies AU - USAID DA - 2020/// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2022/12/23/17:45:45 KW - Final_citation KW - cited KW - existing ER - TY - ELEC TI - Interactive Radio and Audio Instruction Resources: Liberia AU - USAID AB - The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers. DA - 2020/// PY - 2020 LA - en ST - Interactive Radio and Audio Instruction Resources UR - https://www.edu-links.org/resources/interactive-radio-and-audio-instruction-resources-liberia Y2 - 2020/04/08/12:17:11 ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo Kenya CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 KW - _COVID-Continuity-Blogpost-01 KW - _COVID_DEAA-List ER - TY - CHAP TI - Roof Lighting with Recycled Plastic Bottles AU - Valera Terreros, Nancy AU - Espinoza Díaz, Daniel T2 - Energy Efficiency and Sustainable Lighting DA - 2020/// PY - 2020 DP - Zotero LA - en PB - IntechOpen ER - TY - JOUR TI - Lectoescritura inicial (LEI): una transición con sentido AU - Vijil-Morin, Alejandra DA - 2020/// PY - 2020 VL - 39 J2 - Revista de la Universidad del Valle de Guatemala LA - es ST - Lectoescritura inicial (LEI) UR - https://red-lei.org/lectoescritura-inicial-una-transicion-con-sentido/ Y2 - 2022/06/20/13:45:13 KW - Author:OpenDevEd ER - TY - JOUR TI - Pedagogía del abrazo: una propuesta educativa AU - Vijil-Morin, Alejandra AB - La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo. DA - 2020/// PY - 2020 J2 - Maldito País LA - Spanish UR - https://www.horacero.org/pedagogia-del-abrazo Y2 - 2022/06/20/13:43:24 KW - Author:OpenDevEd KW - ⛔ No DOI found ER - TY - THES TI - A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements AU - Wafelaar, F. D. DA - 2020/// PY - 2020 DP - Google Scholar M3 - B.S. thesis KW - _C:Australia AUS KW - _C:Finland FIN KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Russian Federation RUS KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms AU - Walker, Lisa Beth DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Cambridge ST - Inclusion in Practice KW - _C:Albania ALB KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Germany DEU KW - _C:India IND KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Russian Federation RUS KW - _C:Seychelles SYC KW - _C:South Africa ZAF KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Cost Measurement Guidance Note for Donor-Funded Education Programming. AU - Walls, Elena AU - Tulloch, Caitlin AU - Holla, Alaka AB - The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education. CY - Washington, DC DA - 2020/// PY - 2020 LA - en PB - United States Agency for International Development, prepared for Building Evidence in Education (BE2) ST - BE2 Guidance Note UR - https://www.youthpower.org/resources/be2-guidance-note-measuring-costs-donor-funded-education-programming Y2 - 2022/12/17/22:30:26 ER - TY - JOUR TI - Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents AU - Wangamati, Cynthia Khamala T2 - Sexual and Reproductive Health Matters DA - 2020/// PY - 2020 DO - 10.1080/26410397.2020.1851346 DP - Google Scholar VL - 28 IS - 2 SP - 1851346 ST - Comprehensive sexuality education in sub-Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7887764/ ER - TY - RPRT TI - Short summary report for Realdania AU - Wargocki, Pawel AB - Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments DA - 2020/// PY - 2020 PB - International Centre for Indoor Environment and Energy ER - TY - RPRT TI - The full report of Realdania AU - Wargocki, Pawel AU - Wyon, David P AB - This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared. DA - 2020/// PY - 2020 PB - International Centre for Indoor Environment and Energy. ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms AU - Warwick, Paul AU - Cook, Victoria AU - Vrikki, Maria AU - Major, Louis AU - Rasmussen, Ingvill T2 - Learning, Culture and Social Interaction DA - 2020/// PY - 2020 DO - 10.1016/j.lcsi.2019.100376 DP - Google Scholar VL - 24 SP - 100376 KW - __C:filed:1 ER - TY - RPRT TI - The Washington Group / UNICEF Child Functioning Module (CFM) AU - Washington Group AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.washingtongroup-disability.com/fileadmin/uploads/wg/Documents/Washington_Group_Questionnaire__5_-_WG-UNICEF_Child_Functioning_Module__ages_5-17_.pdf Y2 - 2021/10/16/10:30:51 ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] AU - Watson, Joe T2 - The EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly … DA - 2020/// PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2020/04/13/16:40:48 ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 VL - 52 IS - 2 LA - en SN - 1467-8535 KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Education for All? Complex solutions to complex problems in the Nigerian education sector AU - Waziri, Nafisa DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis ST - Education for All? UR - https://www.repository.cam.ac.uk/items/4c1021f5-3aaf-480a-9bd0-7fa09019a6cb Y2 - 2023/10/30/18:29:42 ER - TY - JOUR TI - SAVE THE CHILDREN INTERNATIONAL AU - Wc, London AB - An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts. DA - 2020/// PY - 2020 DP - Zotero SP - 47 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel T2 - EdTech Hub Rapid Evidence Review AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls. DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 2 ST - Girls' Education UR - https://docs.edtechhub.org/lib/CZBRW85R KW - L:Gender and education KW - LP: English KW - _EdTechHub_Output KW - _L:English UXZJW5DR KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodoETH KW - _zenodoETH:submitted KW - ⛔ No DOI found ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel DA - 2020/// PY - 2020 LA - en PB - EdTech Hub ST - Girls’ Education and EdTech KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - COVID-19 Weekly Epidemiological Update, 1st Dec 2020 AU - WHO CY - Geneva DA - 2020/// PY - 2020 LA - English M3 - Emergency Situational Update PB - WHO UR - https://www.who.int/publications/m/item/weekly-epidemiological-update---1-december-2020 Y2 - 2020/12/07/00:00:00 ER - TY - ENCYC TI - Organisation of Eastern Caribbean States AU - Wikipedia T2 - Wikipedia DA - 2020/// PY - 2020 LA - English PB - Wikimedia UR - https://en.wikipedia.org/w/index.php?title=Organisation_of_Eastern_Caribbean_States&oldid=986575417 Y2 - 2020/07/11/00:00:00 ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Cost-Effective Approaches to Improve Global Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719211603835247448/cost-effective-approaches-to-improve-global-learning-what-does-recent-evidence-tell-us-are-smart-buys-for-improving-learning-in-low-and-middle-income-countries Y2 - 2020/12/08/14:06:56 KW - _genre:LR-literature_review ER - TY - ELEC TI - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings AU - World Bank T2 - World Bank DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings Y2 - 2020/07/27/13:14:53 ER - TY - JOUR TI - Human Capital Project - October 2020 AU - World Bank DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - ELEC TI - Individuals using the Internet (% of population) - Bangladesh AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=BD Y2 - 2020/04/10/15:32:38 ER - TY - RPRT TI - Project Appraisal Document: Sierra Leone Free Education Project AU - World Bank DA - 2020/// PY - 2020 UR - http://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2020/07/15/11:05:00 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) AU - World Bank DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - World Bank Group SN - 150989 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/17/20:06:19 ER - TY - ELEC TI - Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education AU - World Bank T2 - World Bank AB - About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another. DA - 2020/// PY - 2020 LA - en ST - Special Needs Education in Uganda UR - https://www.worldbank.org/en/news/factsheet/2020/02/07/special-needs-education-in-uganda-sustainable-development-goal-sdg-4-concerns-quality-and-inclusive-education Y2 - 2022/04/01/12:50:30 ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Acceptance on open and distance learning method amongst special education needs teachers during movement control order AU - Yahaya, Nasiha Hanis T2 - Journal of Media and Information Warfare (JMIW) DA - 2020/// PY - 2020 DP - Google Scholar VL - 14 IS - 1 SP - 68 EP - 79 KW - ⛔ No DOI found ER - TY - JOUR TI - Tackling environmental challenges in pollution controls using artificial intelligence: A review AU - Ye, Zhiping AU - Yang, Jiaqian AU - Zhong, Na AU - Tu, Xin AU - Jia, Jining AU - Wang, Jiade T2 - Science of the Total Environment DA - 2020/// PY - 2020 DO - 10.1016/j.scitotenv.2019.134279 DP - Google Scholar VL - 699 SP - 134279 ST - Tackling environmental challenges in pollution controls using artificial intelligence UR - https://www.sciencedirect.com/science/article/pii/S0048969719342627 Y2 - 2024/02/24/11:17:22 ER - TY - JOUR TI - Estimating Level of Engagement from Ocular Landmarks AU - Yücel, Zeynep AU - Koyama, Serina AU - Monden, Akito AU - Sasakura, Mariko T2 - International Journal of Human–Computer Interaction DA - 2020/// PY - 2020 DO - 10.1080/10447318.2020.1768666 DP - Google Scholar SP - 1 EP - 13 KW - __C:filed:1 ER - TY - JOUR TI - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis AU - Zakharia, Zeena AU - Menashy, Francine T2 - Journal on Education in Emergencies DA - 2020/// PY - 2020 DO - 10.33682/pcbg-2fu2 DP - DOI.org (Crossref) VL - 5 IS - 2 SP - 40 LA - en SN - 2518-6833 ST - The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies UR - https://archive.nyu.edu/handle/2451/61010 Y2 - 2021/06/23/17:52:26 ER - TY - JOUR TI - Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level AU - Zaman, Fakhar AU - Begum, Shabnam AU - Ullah, Mati AB - For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher. DA - 2020/// PY - 2020 DP - Zotero VL - 1 IS - 1 SP - 6 LA - en KW - BE:LMIC KW - BE:RELEVANT ER - TY - BOOK TI - Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] A3 - Zawacki-Richter, Olaf A3 - Kerres, Michael A3 - Bedenlier, Svenja A3 - Bond, Melissa A3 - Buntins, Katja CY - Wiesbaden DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en PB - Springer Fachmedien Wiesbaden SN - 978-3-658-27601-0 978-3-658-27602-7 ST - Systematic Reviews in Educational Research UR - http://link.springer.com/10.1007/978-3-658-27602-7 Y2 - 2020/11/26/15:51:26 ER - TY - BOOK TI - The development dictionary @25: post-development and its consequences AU - Ziai, Aram AB - Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly. DA - 2020/// PY - 2020 DP - Open WorldCat LA - English SN - 978-0-429-83653-4 978-0-429-45138-6 978-0-429-83654-1 978-0-429-83652-7 ST - The development dictionary @25 UR - https://www.taylorfrancis.com/books/9780429451386 Y2 - 2022/04/01/17:59:02 ER - TY - JOUR TI - Evaluation Learning from Experience USAID Evaluation Policy AU - Ziegler, Jessica DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach AU - Zubairi, Asma DA - 2020/// PY - 2020 PB - University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y Y2 - 2021/02/12/13:11:41 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - 指尖上的学习: 触屏学习的作用 AU - 谢和平 AU - 周宗奎 AU - 黄勖喆 AU - 朱晓伟 AU - 范翠英 T2 - 心理科学 DA - 2020/// PY - 2020 DP - Google Scholar IS - 1 SP - 60 EP - 67 ST - 指尖上的学习 KW - _C:Greece GRC KW - _C:New Zealand NZL KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - 한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 AU - 신혜원 AU - 이정민 AU - 민혜영 T2 - 한국간호교육학회지 DA - 2020/// PY - 2020 DP - Google Scholar VL - 26 IS - 1 SP - 78 EP - 96 KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - 입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 AU - 조해련 AU - 이정민 AU - 김신정 T2 - Child Health Nursing Research DA - 2020/// PY - 2020 DP - Google Scholar VL - 26 IS - 2 SP - 254 EP - 266 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Enhancing Physical Learning Environment for Autism AU - Ghazali, Roslinda AU - Md. Sakip, Siti Rasidah AU - Samsuddin, Ismail T2 - Asian Journal of Behavioural Studies AB - The designated learning environment for autism is unique and should consider sensory issues to overcome their needs. The purpose of this paper is to review related articles to gain a better understanding of autism needs regarding sensory design, sensory issues, sensory space, internal environment, and physical learning environment. This paper will outline the sensory design of the physical learning environment that would impact the sensory design towards the physical learning environment. This research paper concludes to be a guide for the designer to overcome sensory input so that autistic can learn more efficiently and develop with less stress. DA - 2019/12/31/ PY - 2019 DO - 10.21834/ajbes.v4i17.180 DP - DOI.org (Crossref) VL - 4 IS - 17 SP - 1 J2 - AjBeS LA - en SN - 2398-4295 UR - https://ajbes.e-iph.co.uk/index.php/ajbes/article/view/180 Y2 - 2022/05/28/21:25:09 KW - BE:LMIC KW - BE:RELEVANT ER - TY - JOUR TI - Gender Parity in Education in Ethiopia AU - Bolton, Laura AB - This report synthesises evidence on the trends in the gender gap in primary and secondary school, particularly for the emerging regions: Afar, Benishangul-Gumuz, Gambela, and Somali in 2000 to 2019. This report was completed in two parts, results from statistical research and extraction from four reports provided by the requester. Four reports were provided to review for this helpdesk with data extraction in section 8. A report on advancing women’s equality in Africa focussed on improving economic opportunities and noted that parity in work and society must come together. Ethiopia was deemed to be performing particularly badly on parity in ‘legal protection and political voice’. However, Ethiopia has an above average score on political representation. Research looking at the role of politics in relation to girls’ education gives important insight. Yorke, Rose, and Pankhurst (2019) explore this with discussion on why positive progress in official policy is not necessarily leading to changes on the ground. They recommend a focus on the meso-level, the space between policy and implementation. DA - 2019/12/23/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14997 Y2 - 2022/12/18/18:14:57 KW - ⛔ No DOI found ER - TY - BLOG TI - Sierra Leone designs online portal to take long wait out of teacher recruitment AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More DA - 2019/12/23/T11:12:31+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/ Y2 - 2020/06/25/17:29:02 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Literature reviews of educational technology research in low and middle-income countries: an audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future. CY - Cambridge and London, UK DA - 2019/12/18/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 2 ST - Literature reviews of educational technology research in low and middle-income countries UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - LP: English KW - R:Literature review, systematic review KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Jordan JOR KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review KW - ⛔ No DOI found ER - TY - RPRT TI - Research publication strategy and proposed publications AU - Haßler, Björn AU - McIntyre, Nora AU - Hollow, David AU - Jordan, Katy AU - Hennessy, Sara AU - Brugha, Meaghan AU - Mitchell, Joel CY - Cambridge and London, UK DA - 2019/12/18/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 4 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:n ER - TY - BLOG TI - Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity AU - Jordan, Katy T2 - EdTech Hub DA - 2019/12/18/ PY - 2019 LA - en-GB ST - Reviewing the research literature in educational technology for development UR - https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/ Y2 - 2019/11/18/00:00:00 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE AU - Miheretu, Adane AB - As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed. DA - 2019/12/17/ PY - 2019 PB - International Rescue Committee UR - https://inee.org/resources/meeting-academic-and-social-emotional-needs-nigerias-out-school-children Y2 - 2021/02/11/16:33:15 KW - _C:Nigeria NGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Pervasive human-driven decline of life on Earth points to the need for transformative change AU - Díaz, Sandra AU - Settele, Josef AU - Brondízio, Eduardo S. AU - Ngo, Hien T. AU - Agard, John AU - Arneth, Almut AU - Balvanera, Patricia AU - Brauman, Kate A. AU - Butchart, Stuart H. M. AU - Chan, Kai M. A. AU - Garibaldi, Lucas A. AU - Ichii, Kazuhito AU - Liu, Jianguo AU - Subramanian, Suneetha M. AU - Midgley, Guy F. AU - Miloslavich, Patricia AU - Molnár, Zsolt AU - Obura, David AU - Pfaff, Alexander AU - Polasky, Stephen AU - Purvis, Andy AU - Razzaque, Jona AU - Reyers, Belinda AU - Chowdhury, Rinku Roy AU - Shin, Yunne-Jai AU - Visseren-Hamakers, Ingrid AU - Willis, Katherine J. AU - Zayas, Cynthia N. T2 - Science AB - The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration. DA - 2019/12/13/ PY - 2019 DO - 10.1126/science.aax3100 DP - DOI.org (Crossref) VL - 366 IS - 6471 SP - eaax3100 J2 - Science LA - en SN - 0036-8075, 1095-9203 UR - https://www.science.org/doi/10.1126/science.aax3100 Y2 - 2024/02/29/13:56:57 KW - Final_citation ER - TY - JOUR TI - A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis AU - Thilakaratne, Menasha AU - Falkner, Katrina AU - Atapattu, Thushari T2 - ACM Computing Surveys AB - The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research. DA - 2019/12/10/ PY - 2019 DO - 10.1145/3365756 DP - ACM Digital Library VL - 52 IS - 6 SP - 129:1 EP - 129:34 J2 - ACM Comput. Surv. SN - 0360-0300 ST - A Systematic Review on Literature-based Discovery UR - https://dl.acm.org/doi/10.1145/3365756 Y2 - 2024/01/18/22:37:45 KW - LBD KW - Literature-based discovery KW - hypotheses generation KW - knowledge discovery KW - literature mining KW - systematic review KW - text mining ER - TY - BLOG TI - New report on TVET in Sub-Saharan Africa – Open Development & Education DA - 2019/12/06/ PY - 2019 LA - en-GB UR - https://opendeved.net/2019/12/06/new-report-on-tvet-in-sub-saharan-africa/ Y2 - 2020/04/03/20:52:38 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime AU - Haider, Huma AB - This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report. DA - 2019/12/06/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14966 Y2 - 2022/12/18/18:13:40 KW - ⛔ No DOI found ER - TY - BLOG TI - Google Scholar, Web of Science, and Scopus: Which is best for me? T2 - Impact of Social Sciences AB - Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google… DA - 2019/12/03/T13:03:39+00:00 PY - 2019 LA - "en-US" ST - Google Scholar, Web of Science, and Scopus UR - https://blogs.lse.ac.uk/impactofsocialsciences/2019/12/03/google-scholar-web-of-science-and-scopus-which-is-best-for-me/ Y2 - 2021/04/17/19:23:54 ER - TY - JOUR TI - Application of Crime Risk Mapping Within the School Focus Area in Kota Kinabalu Using GIS AU - Kalang, Lizalin AU - Eboy, Oliver AB - 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. DA - 2019/12/01/ PY - 2019 DP - ResearchGate KW - ⛔ No DOI found ER - TY - JOUR TI - Rethinking the School Closure Research: School Closure as Spatial Injustice AU - Tieken, Mara Casey AU - Auldridge-Reveles, Trevor Ray T2 - Review of Educational Research AB - Recent mass closings of schools have rocked cities across the United States. Though these urban closures—and widespread community protests—have made headlines, rural schools have also long experienced and opposed the closure of their schools. A large body of research examines these urban and rural closures from a variety of perspectives, including their economic motivations and policy implications. This review reexamines this literature, looking across context to show how school closure can produce spatial injustice. Advocates argue that closures further academic opportunity, efficiency, and equality. But our analysis shows that closures are unevenly distributed, disproportionately affecting places where poor communities and communities of color live, and they can bring negative effects, harming students and adults and reducing their access to an important educational and community institution. We conclude with recommendations for research and practice. DA - 2019/12/01/ PY - 2019 DO - 10.3102/0034654319877151 DP - SAGE Journals VL - 89 IS - 6 SP - 917 EP - 953 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - Rethinking the School Closure Research UR - https://doi.org/10.3102/0034654319877151 Y2 - 2021/03/07/17:36:34 KW - Lebanon_event_2021 KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Mexico MEX KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - rural KW - school closure KW - spatial injustice KW - urban ER - TY - BOOK TI - Mobile Literacy among Syrian Refugee Women Teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] DA - 2019/12// PY - 2019 DP - ERIC LA - en PB - Research-publishing UR - https://eric.ed.gov/?q=teacher+learning+circles+refugee&id=ED600884 Y2 - 2021/02/11/11:20:30 KW - Career Development KW - Cross Cultural Studies KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - _C:Australia AUS KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Lebanon LBN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - A Comparison of National Enterprise Architecture and e-Government Perspectives AU - Mayakul, Theeraya AU - Sa-Nga-Ngam, Prush AU - Srisawat, Wasin AU - Kiattisin, Supaporn T2 - 2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON) AB - Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country. C3 - 2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON) DA - 2019/12// PY - 2019 DO - 10.1109/TIMES-iCON47539.2019.9024591 DP - IEEE Xplore SP - 1 EP - 6 UR - https://ieeexplore.ieee.org/abstract/document/9024591 Y2 - 2024/03/19/23:00:49 KW - EA KW - Electronic government KW - Enterprise Architecture KW - Final_citation KW - Indexes KW - Interoperability KW - Monitoring KW - National Enterprise Architecture KW - Standards KW - eGov ER - TY - JOUR TI - Education and Stability: Synopsis Paper AU - Millican, Juliet AB - DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context. DA - 2019/12// PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - Education and Stability UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14899 Y2 - 2022/12/18/18:13:55 KW - ⛔ No DOI found ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years AU - Sandefur, Justin AU - Romero, Mauricio AB - After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes. DA - 2019/12// PY - 2019 DP - Zotero SP - 4 LA - en PB - Center for Global Development KW - ⛔ No DOI found ER - TY - GEN AU - TETFund, Submitted AU - Abuja DA - 2019/12// PY - 2019 ER - TY - ELEC TI - School clusters and teacher resource centres T2 - IIEP-UNESCO AB - In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools. DA - 2019/11/25/T11:00:59+01:00 PY - 2019 LA - en UR - http://www.iiep.unesco.org/en/publication/school-clusters-and-teacher-resource-centres Y2 - 2021/03/15/11:34:09 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Brookings AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/ Y2 - 2022/11/16/02:46:38 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emeliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Center for Universal Education at The Brookings Institution AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/11/20/T21:03:33+00:00 PY - 2019 LA - en-US UR - https://eric.ed.gov/?id=ED602936 Y2 - 2022/11/16/02:46:38 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - BOOK TI - Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education AU - Moland, Naomi A. AB - Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts. CY - New York, NY DA - 2019/11/19/ PY - 2019 DP - Amazon ET - Illustrated edition SP - 288 LA - English PB - Oxford University Press SN - 978-0-19-090395-4 ST - Can Big Bird Fight Terrorism? KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Hello, I’m Björn, Director of Research – The EdTech Hub AU - Haßler, Björn T2 - EdTech Hub Research and Innovation to fulfill the potential of EdTech DA - 2019/11/18/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/ Y2 - 2019/11/18/00:00:00 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:r ER - TY - JOUR TI - Examination Malpractice in Low-Income Contexts AU - Boateng, Pearl AB - This non-standard helpdesk report found that there was little research evidence detailing the types of examination malpractice and even fewer studies focusing on effective strategies to mitigate these issues. Due to the sensitive nature of the topic and the implications for corruption and bribery across entire education systems, this is unsurprising. As a result, from the outset it was agreed with the requester that expert comments and inputs would form the basis of the response to this query. Where evidence was found, this focused on Nigeria, Kenya, South Africa and India. In this report, ‘malpractice’ is defined as purposeful actions intended to influence the marks/grades achieved by individual students or groups of students rather than considering other potential reasons for malpractice (e.g. to influence national policy, working terms and conditions etc.). Malpractice can have different motives and take different forms in different types of examinations (e.g. national assessments for system monitoring which are high stakes for individual schools or regions but not high stakes for individual learners). This report focuses on national exams taken under exam conditions rather than other components that may contribute to the final grades of students (e.g. coursework, School Based Assessment, continuous assessment). As a result, the information presented focuses on national summative examinations in pre-tertiary education. This report has two parts. First, a typology outlining the most common forms of examination malpractice. The typology uses sources from newspaper articles, unpublished conference papers, blogs and other forms of grey literature. Second, a table addressing potential strategies to combat forms of examination malpractice. This was largely made up of expert comments and inputs with some references to research literature. The purpose of this report is to help refine and reframe the policy debate around this issue in Sierra Leone, drawing on evidence from other low-income contexts. DA - 2019/11/08/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14771 Y2 - 2022/12/18/18:14:43 KW - ⛔ No DOI found ER - TY - RPRT TI - Berufliche Hochschule Hamburg soll 2021 starten AU - HIBB CY - Hamburg DA - 2019/11/06/ PY - 2019 PB - Pressestelle des Senats ER - TY - JOUR TI - Teachers for rural schools – a challenge for South Africa AU - Plessis, Pierre du AU - Mestry, Raj T2 - South African Journal of Education AB - Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools DA - 2019/11/06/ PY - 2019 DO - 10.4314/saje.v39i4. DP - www.ajol.info VL - 39 LA - en SN - 2076-3433 UR - https://www.ajol.info/index.php/saje/article/view/190868 Y2 - 2021/03/07/17:55:50 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Malaysia MYS KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - deployment KW - education level KW - education quality KW - recruitment KW - rural schools KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance AU - Directorate of Science, Technology & Innovation DA - 2019/11/01/ PY - 2019 LA - EN UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/11/23/18:19:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes AU - Haßler, Björn AB - Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690 DA - 2019/11/01/ PY - 2019 DP - Zenodo PB - Zenodo ST - Keyword inventory for UR - https://zenodo.org/record/3595604#.Xgp-Lsb7Qeo AN - 10.5281/zenodo.3595604;261495:TUPXBP5R Y2 - 2019/12/30/22:49:33 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:d ER - TY - JOUR TI - The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review AU - Yin, Hongbiao AU - Huang, Shenghua AU - Chen, Gaowei T2 - Educational Research Review AB - Teaching is an emotional endeavor. Unlike mass service employees, teachers enjoy considerable autonomy in their teaching and maintain relatively stable relationships with students, parents, and colleagues. This study is a meta-analytic review of the associations between teachers' emotional labor strategies (i.e., surface acting, deep acting, and the expression of naturally felt emotions) and other relevant constructs. The meta-analysis is based on 85 empirical articles and 86 independent samples, with the experiences of 33,248 teachers represented in the articles reviewed. The meta-correlations are generally in the expected direction. Surface acting is positively related to the individual and interpersonal components of burnout and negatively related to teaching satisfaction. Deep acting is not significantly related to the individual or interpersonal components of burnout, but positively related to teaching satisfaction and the efficacy component of burnout. The expression of naturally felt emotions is negatively related to teachers’ burnout and reduced teaching satisfaction. The moderation analysis of relevant correlates also provides some insights about the research development. DA - 2019/11/01/ PY - 2019 DO - 10.1016/j.edurev.2019.100283 DP - ScienceDirect VL - 28 SP - 100283 J2 - Educational Research Review LA - en SN - 1747-938X ST - The relationships between teachers’ emotional labor and their burnout and satisfaction UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302458 Y2 - 2021/03/07/18:03:50 KW - Burnout KW - Emotional labor KW - Lebanon_event_2021 KW - Meta-analysis KW - Satisfaction KW - Teacher KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Oman OMN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Sprint 5 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0221 CY - Amman, Jordan DA - 2019/11// PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 5 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0230 CY - Amman, Jordan DA - 2019/11// PY - 2019 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Submitted to TETFund, Abuja AU - State, Zamfara DA - 2019/11// PY - 2019 LA - en ER - TY - JOUR TI - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension: A meta‐analysis AU - Xu, Zhihong AU - Wijekumar, Kausalai (Kay) AU - Ramirez, Gilbert AU - Hu, Xueyan AU - Irey, Robin T2 - British Journal of Educational Technology DA - 2019/11// PY - 2019 DO - 10.1111/bjet.12758 VL - 50 IS - 6 SP - 3119 EP - 3137 J2 - Br J Educ Technol LA - en SN - 0007-1013, 1467-8535 ST - The effectiveness of intelligent tutoring systems on K‐12 students' reading comprehension KW - Final_citation KW - cited KW - existing ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - DSTI Media T2 - Directorate of Science, Technology and Innovation AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/10/24/T09:53:58+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/12/15/18:38:55 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders AU - Hu, Xiaoyi AU - Han, Zhuo Rachel T2 - International Journal of Developmental Disabilities AB - Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD. DA - 2019/10/20/ PY - 2019 DO - 10.1080/20473869.2019.1602350 DP - Taylor and Francis+NEJM VL - 65 IS - 5 SP - 327 EP - 336 SN - 2047-3869 UR - https://doi.org/10.1080/20473869.2019.1602350 Y2 - 2022/04/16/10:03:45 KW - China KW - autism spectrum disorders KW - computer-assisted instruction KW - gesture-based KW - match-to-sample KW - virtual reality technology ER - TY - CONF TI - The EdTech Hub: Building a global community of practice of researchers and implementers AU - Haßler, Björn AU - Brugha, Meaghan AU - Loj, Gosia AU - Proctor, Jamie T2 - UKFIET C1 - Oxford DA - 2019/10/18/ PY - 2019 DO - 10.5281/zenodo.3445376 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - UploadedToZenodo KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:k ER - TY - RPRT TI - Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa AU - Haßler, Björn AU - D’Angelo, Sophia AU - Walker, Hannah AU - Marsden, Melissa CY - Cambridge, UK DA - 2019/10/18/ PY - 2019 LA - en-GB PB - Open Development & Education Y2 - 2019/09/09/10:18:50 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - BOOK TI - How Charts Lie: Getting Smarter about Visual Information AU - Cairo, Alberto CY - New York DA - 2019/10/15/ PY - 2019 DP - Amazon SP - 256 LA - English PB - W. W. Norton & Company SN - 978-1-324-00156-0 ST - How Charts Lie ER - TY - JOUR TI - Using design-based research to bring partnership between researchers and practitioners AU - Getenet, Seyum T2 - Educational Research AB - Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice. DA - 2019/10/02/ PY - 2019 DO - 10.1080/00131881.2019.1677168 DP - Taylor and Francis+NEJM VL - 61 IS - 4 SP - 482 EP - 494 SN - 0013-1881 UR - https://doi.org/10.1080/00131881.2019.1677168 Y2 - 2019/12/10/14:31:40 KW - Design-based research KW - evidence-informed practice KW - practice KW - practitioners KW - professional development KW - teacher education ER - TY - JOUR TI - How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community? AU - Bernard, Kathleen T2 - School of Education Student Capstone Projects AB - The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities. DA - 2019/10/01/ PY - 2019 UR - https://digitalcommons.hamline.edu/hse_cp/292 KW - Pedagogy KW - _AcademicRecoveryOECS KW - ⛔ No DOI found ER - TY - JOUR TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review AU - Philipsen, Brent AU - Tondeur, Jo AU - Pareja Roblin, Natalie AU - Vanslambrouck, Silke AU - Zhu, Chang T2 - Educational Technology Research and Development AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL. DA - 2019/10/01/ PY - 2019 DO - 10.1007/s11423-019-09645-8 DP - Springer Link VL - 67 IS - 5 SP - 1145 EP - 1174 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Improving teacher professional development for online and blended learning UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review Y2 - 2021/05/28/15:43:19 ER - TY - PAT TI - Analyzing messages with typographic errors due to phonemic spellings using text-to-speech and speech-to-text algorithms AU - Pore, Meenal AU - Sengeh, David Moinina A2 - United States C1 - 2018-03-20 C2 - 2019-10-01 C3 - US DA - 2019/10/01/ PY - 2019 LA - en M1 - US15/925,888 PB - International Business Machines Corp SN - US10431201B1 UR - https://patents.google.com/patent/US10431201B1/en Y2 - 2020/09/01/18:37:26 KW - api KW - audio file KW - speech KW - text KW - text message ER - TY - THES TI - Impact of assistive technology on education performance of learners with visual impairment at the University of Rwanda - College of Education AU - BOLINGO, Amurani CY - Kigali DA - 2019/10// PY - 2019 UR - http://www.dr.ur.ac.rw/handle/123456789/619 Y2 - 2022/10/21/12:56:25 ER - TY - BLOG TI - Teacher absenteeism | Education | IIEP Policy Toolbox AB - The reasons for teacher absenteeism can be encompassed in three main categories: authorized leaves, absences due to official duties, and those without reason. DA - 2019/09/26/T09:20:45+00:00 PY - 2019 LA - en-GB UR - https://policytoolbox.iiep.unesco.org/policy-option/teacher-absenteeism/ Y2 - 2022/01/11/13:42:29 ER - TY - BLOG TI - Behavioural Innovation: embracing behavioural science for lasting impact AU - Simpson, Lea T2 - Brink blog AB - Behavioural Innovation applies classic innovation methodologies along with psychological, cognitive, emotional, cultural and social… DA - 2019/09/18/T13:23:46.686Z PY - 2019 LA - en ST - Behavioural Innovation UR - https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 Y2 - 2022/12/22/04:23:59 ER - TY - BLOG TI - Building resilience in education to the impact of climate change AU - Anderson, Allison T2 - Brookings AB - The Bahamas and other countries can learn from work in Nepal to keep learners safe by reducing disaster risk to natural and manmade disasters. DA - 2019/09/17/T14:47:49+00:00 PY - 2019 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2019/09/17/building-resilience-in-education-to-the-impact-of-climate-change/ Y2 - 2020/09/08/14:31:28 ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2019/09/17/ PY - 2019 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2020/01/23/10:13:42 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - BLOG TI - Sierra Leone turns to technology and analytics to put quality back into education AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More DA - 2019/09/16/T15:14:59+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/ Y2 - 2020/06/25/17:27:09 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Foundational Mathematics Education in Developing Countries AU - Bolton, Laura AB - There is concern that children in developing countries are not learning sufficient mathematics skills. Focus on enrolment and literacy may have led to neglect of mathematics learning and less is known about the status in this area. According to a UNESCO study in 2014 fewer than 50 per cent of grade 6 students have achieved a minimum level in mathematics in three quarters of eastern and southern African countries (UNESCO, 2014). In the remaining quarter of countries, between 56 and 62 per cent of students had learned basic mathematics skills. To obtain information on mathematics progress this report extracts data from the World Bank database. Section 2 describes the different data scales and section 3 reports results. Section 4 includes some case studies from further research into different countries. The following sections 5 to 9 discuss findings on teacher capacity, barriers, curricula, and technology. Section 10 outlines recommendations and research gaps. Factors affecting mathematics progress tend to mirror issues affecting educational attainment in general. Studies identify socio-economic factors as commonly associated with learning in mathematics. There is a consensus that making improvements in overall school quality will likely improve mathematics attainment. One problem specific to mathematics is cultural attitude. Some cultures do not value mathematics and have expectations of failure. Attitudes need to be changed within the public and education sector highlighting the benefits, accessibility and achievability of mathematics for everyone. Some evidence is found that teaching mathematics in English or French rather than local languages may impede learning. Translating shared materials into local languages may be resource intensive. Some teachers do not know the local language where they are teaching. Some case studies are found where technologies have been shown to improve mathematics results. Technologies are particularly cost-effective as they can be shared more easily but language of instruction would not be mother-tongue. Early childhood development interventions are a good place to start to improve foundational numeracy learning. Positive examples are identified in Botswana, South Africa, and Rwanda. DA - 2019/09/09/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14736 Y2 - 2022/12/18/18:14:50 KW - ⛔ No DOI found ER - TY - JOUR TI - Social media and teacher professional learning communities AU - Goodyear, Victoria A. AU - Parker, Melissa AU - Casey, Ashley T2 - Physical Education and Sport Pedagogy AB - Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices. DA - 2019/09/03/ PY - 2019 DO - 10.1080/17408989.2019.1617263 DP - Taylor and Francis+NEJM VL - 24 IS - 5 SP - 421 EP - 433 SN - 1740-8989 UR - https://doi.org/10.1080/17408989.2019.1617263 Y2 - 2021/06/25/16:02:42 KW - Communities of practice KW - constructivism KW - professional learning KW - situated learning ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (VETNET @ ECER) AU - Haßler, Björn AU - Marsden, Melissa AU - Iseje, Fatuma AU - Deodonne, Kunwufine AU - Changilwa, Peter AU - Maseko, Vusi T2 - VETNET @ ECER AB - Research funded by Federal Ministry for Research and Education, Germany VETNET @ ECER, September 2019 DA - 2019/09/03/ PY - 2019 DO - 10.5281/zenodo.3385078 ST - Technical and vocational education and training in sub-Saharan Africa UR - https://zenodo.org/record/3385078#.XgqCpcb7Qeo Y2 - 2019/12/30/23:05:17 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:j ER - TY - RPRT TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Eberhardt, Molly Jamieson AU - Sabates, Ricardo T2 - Research sphere outputs CY - London, UK DA - 2019/09// PY - 2019 LA - en M3 - working document PB - EdTech Hub UR - https://doi.org/10.5281/zenodo.3352007 KW - Author:Haßler KW - Author:OpenDevEd KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India AU - Sandu, Nitirajsingh AU - Gide, Ergun T2 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) AB - Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them. C3 - 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) DA - 2019/09// PY - 2019 DO - 10.1109/ITHET46829.2019.8937382 DP - IEEE Xplore SP - 1 EP - 5 KW - Artificial Intelligence KW - Artificial intelligence KW - Chatbot KW - Communication channels KW - Education KW - India KW - Student-centred learning KW - Task analysis KW - Time factors KW - higher education ER - TY - RPRT TI - New methodology shows 258 million children adolescents and youth are out school AU - UNESCO DA - 2019/09// PY - 2019 M3 - Fact Sheet SN - 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf Y2 - 2021/05/29/12:54:50 ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [Poster] A2 - Barends, Heidi AB - A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595240 Y2 - 2021/02/27/14:50:40 KW - Basic Education KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [Presentation] A2 - Barends, Heidi AB - A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595232 Y2 - 2021/02/27/14:50:43 KW - Actor Diagram KW - Basic Education KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - Systems Approach ER - TY - JOUR TI - Evidence for Soft Power Created Via Scholarship Schemes AU - Enfield, Sue AB - While there is widespread endorsement of a view that scholarships are effective tools in promoting and enhancing a country’s soft power, investing in future leaders, providing access and equity, and increasing research excellence in a nation’s academic institutions it is at least possible that in part this derives in past from positive reinforcing trends amongst those delivering and receiving scholarships (for example Wilton Park conference attendees, 2016). Published, stand-alone evaluations of specific country scholarship programmes were not easily located, although there are references in the academic literature to several such studies. The most comprehensive commentary on evaluation research published between 2006 and 2016 (Mawer, 2018) is, therefore, an important summative document. This notes that the quality of evidence and the methods used to assess scholarship programmes vary enormously and that there is lack of evidence to substantiate the link that is claimed for such programmes and any soft power created. DA - 2019/08/28/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14713 Y2 - 2022/12/18/18:14:26 KW - ⛔ No DOI found ER - TY - RPRT TI - Sprint 4 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0220 CY - Amman, Jordan DA - 2019/08/22/ PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 4 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 4 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0229 CY - Amman, Jordan DA - 2019/08/22/ PY - 2019 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 4 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology AU - Haßler, Björn AU - Khalayleh, Abdullah AB - An output of Activating EdTech Jordan. DA - 2019/08/20/ PY - 2019 DP - Zenodo LA - en PB - Activating EdTech Jordan UR - https://zenodo.org/record/3372141#.XguBHcb7Qeo Y2 - 2019/12/31/17:32:09 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:l ER - TY - RPRT TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology AU - Haßler, Björn AU - Khalayleh, Abdullah DA - 2019/08/20/ PY - 2019 LA - en PB - Zenodo KW - Final_citation KW - cited KW - existing ER - TY - THES TI - Elements Shaping the South African Education System of the Future AU - Barends, Heidi AB - The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system? To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities. This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take. DA - 2019/08/19/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3370973 Y2 - 2021/02/27/14:50:35 KW - Actor Diagram KW - Basic Education KW - CLD KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education System KW - Systems Approach ER - TY - JOUR TI - Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial AU - Pimperton, Hannah AU - Kyle, Fiona AU - Hulme, Charles AU - Harris, Margaret AU - Beedie, Indie AU - Ralph-Lewis, Amelia AU - Worster, Elizabeth AU - Rees, Rachel AU - Donlan, Chris AU - MacSweeney, Mairéad T2 - Journal of Speech, Language, and Hearing Research AB - Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356 DA - 2019/08/15/ PY - 2019 DO - 10.1044/2019_JSLHR-H-19-0073 DP - DOI.org (Crossref) VL - 62 IS - 8 SP - 2882 EP - 2894 J2 - J Speech Lang Hear Res LA - en SN - 1092-4388, 1558-9102 ST - Computerized Speechreading Training for Deaf Children UR - http://pubs.asha.org/doi/10.1044/2019_JSLHR-H-19-0073 AN - 10.1044/2019_JSLHR-H-19-0073;503888:T2S73TG9 Y2 - 2020/03/02/15:42:40 KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 J2 - Journal of Intervention and Statebuilding LA - en SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - _C:Sierra Leone SLE KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - JOUR TI - Animal Sourced Foods (ASF): Evidence on Stunting and Programmes to Increase Consumption AU - Bolton, Laura AB - 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. DA - 2019/08/07/ PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - Animal Sourced Foods (ASF) UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14660 Y2 - 2022/12/18/18:13:08 KW - ⛔ No DOI found ER - TY - BOOK TI - Decolonisation in Universities: The politics of knowledge AU - Jansen, Jonathan AB - In this collection of case studies and stories from the field, South African scholars come together to trade stories on how to decolonise the universityShortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the best minds in curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting?The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities. DA - 2019/08/01/ PY - 2019 DP - Google Books SP - 415 LA - en PB - NYU Press SN - 978-1-77614-337-5 ST - Decolonisation in Universities KW - Political Science / History & Theory ER - TY - JOUR TI - Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* AU - Mbiti, Isaac AU - Muralidharan, Karthik AU - Romero, Mauricio AU - Schipper, Youdi AU - Manda, Constantine AU - Rajani, Rakesh T2 - The Quarterly Journal of Economics AB - We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (i) unconditional grants, (ii) teacher incentives based on student performance, and (iii) both of the above. After two years, we find (i) no impact on student test scores from providing school grants, (ii) some evidence of positive effects from teacher incentives, and (iii) significant positive effects from providing both programs. Most important, we find strong evidence of complementarities between the programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education. DA - 2019/08/01/ PY - 2019 DO - 10.1093/qje/qjz010 DP - Silverchair VL - 134 IS - 3 SP - 1627 EP - 1673 J2 - The Quarterly Journal of Economics SN - 0033-5533 ST - Inputs, Incentives, and Complementarities in Education UR - https://doi.org/10.1093/qje/qjz010 Y2 - 2023/10/26/14:21:31 ER - TY - JOUR TI - 21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts AU - Joynes, Chris AU - Rossignoli, Serena AU - Amonoo-Kuofi, Esi Fenyiwa AB - The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs. DA - 2019/08// PY - 2019 DP - opendocs.ids.ac.uk LA - en ST - 21st Century Skills UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14674 Y2 - 2022/12/18/18:12:56 KW - ⛔ No DOI found ER - TY - RPRT TI - Social Protection and Disability in Rwanda AU - Kidd, Stephen AU - Kabare, Krystle DA - 2019/08// PY - 2019 M3 - Working Paper UR - https://www.developmentpathways.co.uk/wp-content/uploads/2019/08/Social-Protection-and-Disability-in-Rwanda.pdf Y2 - 2022/10/21/13:05:10 ER - TY - JOUR TI - Insights on ESL student teachers reflecting collaboratively online AU - Suppiah, Shubashini AU - Wah, Lee Kean, (PhD) AU - Swanto, Suyansah, (PhD) AU - Lajium, Denis Andrew, (PhD) T2 - The English Teacher AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08// PY - 2019 VL - 48 IS - 2 SP - 82 EP - 99 LA - English SN - 01287729 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus AN - 2332349170 KW - Collaboration KW - Distance learning KW - English as a second language--ESL KW - Linguistics KW - Malaysia KW - Problem solving KW - Professional development KW - Reflective practice KW - Researchers KW - Social research KW - Student teachers KW - Teacher education KW - Teaching KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095770 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Envisioning AI for K-12: What Should Every Child Know about AI? AU - Touretzky, David AU - Gardner-McCune, Christina AU - Martin, Fred AU - Seehorn, Deborah T2 - Proceedings of the AAAI Conference on Artificial Intelligence AB - The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work. DA - 2019/07/17/ PY - 2019 DO - 10.1609/aaai.v33i01.33019795 DP - DOI.org (Crossref) VL - 33 IS - 01 SP - 9795 EP - 9799 J2 - AAAI LA - en SN - 2374-3468, 2159-5399 ST - Envisioning AI for K-12 UR - https://ojs.aaai.org/index.php/AAAI/article/view/5053 Y2 - 2023/09/19/18:19:32 ER - TY - JOUR TI - Toward systematic review automation: a practical guide to using machine learning tools in research synthesis AU - Marshall, Iain J. AU - Wallace, Byron C. T2 - Systematic Reviews AB - Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice. DA - 2019/07/11/ PY - 2019 DO - 10.1186/s13643-019-1074-9 DP - Springer Link VL - 8 IS - 1 SP - 163 J2 - Syst Rev LA - en SN - 2046-4053 ST - Toward systematic review automation UR - https://doi.org/10.1186/s13643-019-1074-9 Y2 - 2024/01/18/22:25:27 KW - Evidence synthesis KW - Machine learning KW - Natural language processing KW - _Added-ailr-2024 ER - TY - RPRT TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund DA - 2019/07/09/ PY - 2019 SP - 1 EP - 42 LA - en_US M3 - IMF Country Reports PB - IMF, African Department SN - 19/218 UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true Y2 - 2020/11/25/20:20:44 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund. African Dept. AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy. DA - 2019/07/09/ PY - 2019 SP - 216 LA - en M3 - Country Report SN - 19/218 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 Y2 - 2020/12/15/19:44:01 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Achieving the Promise to Leave No Girl behind in Commonwealth Countries AU - Gordon, Rebecca AU - Marston, Lauren AU - Rose, Pauline AU - Zubairi, Asma T2 - The Round Table DA - 2019/07/04/ PY - 2019 DO - 10.1080/00358533.2019.1634890 DP - DOI.org (Crossref) VL - 108 IS - 4 SP - 383 EP - 398 J2 - The Round Table LA - en SN - 0035-8533, 1474-029X UR - https://www.tandfonline.com/doi/full/10.1080/00358533.2019.1634890 Y2 - 2023/11/08/16:15:37 ER - TY - JOUR TI - User or student: constructing the subject in Edtech incubator AU - Ramiel, Hemy T2 - Discourse: Studies in the Cultural Politics of Education DA - 2019/07/04/ PY - 2019 DO - 10.1080/01596306.2017.1365694 DP - DOI.org (Crossref) VL - 40 IS - 4 SP - 487 EP - 499 J2 - Discourse: Studies in the Cultural Politics of Education LA - en SN - 0159-6306, 1469-3739 ST - User or student UR - https://www.tandfonline.com/doi/full/10.1080/01596306.2017.1365694 Y2 - 2023/01/15/23:48:12 KW - Stefanie ER - TY - JOUR TI - Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures AU - Adam, Taskeen T2 - Learning, Media and Technology AB - Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1640740 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 365 EP - 380 SN - 1743-9884 ST - Digital neocolonialism and massive open online courses (MOOCs) UR - https://doi.org/10.1080/17439884.2019.1640740 Y2 - 2019/09/28/11:49:14 KW - Author:OpenDevEd KW - Decolonising education KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Mexico MEX KW - _C:Nigeria NGA KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Tonga TON KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 KW - decolonising technology KW - digital neocolonialism KW - epistemic injustice KW - neoliberal education ER - TY - JOUR TI - Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis AU - Riopel, Martin AU - Nenciovici, Lucian AU - Potvin, Patrice AU - Chastenay, Pierre AU - Charland, Patrick AU - Sarrasin, Jérémie Blanchette AU - Masson, Steve T2 - Studies in Science Education DA - 2019/07/03/ PY - 2019 DO - 10.1080/03057267.2019.1722420 VL - 55 IS - 2 SP - 169 EP - 214 J2 - Studies in Science Education LA - en SN - 0305-7267, 1940-8412 ST - Impact of serious games on science learning achievement compared with more conventional instruction KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - An exploration of agency in the localisation of open educational resources for teacher development AU - Wolfenden, Freda AU - Adinolfi, Lina T2 - Learning, Media and Technology AB - 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. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1628046 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 327 EP - 344 SN - 1743-9884 UR - http://oro.open.ac.uk/62250/ Y2 - 2020/10/27/15:37:22 KW - India KW - Open educational resources (OER) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457357 KW - __finaldtb KW - localisation KW - professional agency ER - TY - JOUR TI - The impact of Galli Galli Sim Sim on Indian preschoolers AU - Borzekowski, Dina L. G. AU - Singpurwalla, Darius AU - Mehrotra, Deepti AU - Howard, Donna T2 - Journal of Applied Developmental Psychology AB - While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development. DA - 2019/07/01/ PY - 2019 DO - 10.1016/j.appdev.2019.101054 DP - ScienceDirect VL - 64 SP - 101054 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 UR - https://www.sciencedirect.com/science/article/pii/S019339731830251X Y2 - 2022/12/25/05:02:45 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities AU - Kim, James S. AU - Asher, Catherine A. AU - Burkhauser, Mary AU - Mesite, Laura AU - Leyva, Diana T2 - AERA Open AB - This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities. DA - 2019/07/01/ PY - 2019 DO - 10.1177/2332858419872701 DP - SAGE Journals VL - 5 IS - 3 SP - 2332858419872701 LA - en SN - 2332-8584 UR - https://doi.org/10.1177/2332858419872701 Y2 - 2022/12/21/23:24:23 ER - TY - JOUR TI - The Role of Place, Geography, and Geographic Information Systems in Educational Research AU - Mann, Bryan AU - Saultz, Andrew T2 - AERA Open AB - Despite the strong relationship between geography and education policy, educational research tends to draw from other fields of inquiry such as economics, political science, and history. This special topics collection centers the usefulness of geography and place in educational policy research. The introduction explains the rationale for the collection and discusses the themes and articles in the collection. We conclude with a call for researchers, policy makers, and colleges of education to enhance their capacity in incorporating geographic thinking into educational policy research. DA - 2019/07/01/ PY - 2019 DO - 10.1177/2332858419869340 DP - SAGE Journals VL - 5 IS - 3 SP - 2332858419869340 J2 - AERA Open LA - en SN - 2332-8584 UR - https://doi.org/10.1177/2332858419869340 Y2 - 2021/03/07/17:19:28 KW - Lebanon_event_2021 KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - geographic information systems KW - geography ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - SAINT LUCIA Voluntary National Review Report on the implementation of the 2030 Agenda for Sustainable Development AU - MoEIGRSD DA - 2019/07// PY - 2019 PB - Ministry of Education, Innovation, Gender Relations and Sustainable Development UR - https://sustainabledevelopment.un.org/content/documents/23570SAINT_LUCIA_VNR_REPORT_JUNE_2019.pdf Y2 - 2020/11/09/09:46:58 ER - TY - JOUR TI - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners AU - Chibesakunda, Mwimba AU - Mulenga, Innocent Mutale T2 - Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736) AB - The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country. DA - 2019/06/21/ PY - 2019 DP - medicine.unza.zm VL - 2 IS - 1 SP - 143 EP - 167 LA - en SN - 2664-083X ST - Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia UR - https://medicine.unza.zm/index.php/mjlsse/article/view/114 Y2 - 2023/12/05/14:29:17 KW - Familiar language KW - Initial literacy KW - Language of Instruction KW - Local language KW - ⛔ No DOI found ER - TY - BLOG TI - Announcement of the EdTech Hub: UK aid funds world’s biggest educational technology research project – Open Development & Education DA - 2019/06/18/ PY - 2019 LA - en-GB ST - Announcement of the EdTech Hub UR - https://opendeved.net/2019/06/18/announcement-of-the-edtech-hub-uk-aid-funds-worlds-biggest-educational-technology-research-project/ Y2 - 2020/04/03/20:52:41 KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The relationship between classroom temperature and children’s performance in school AU - Wargocki, Pawel AU - Porras-Salazar, Jose Ali AU - Contreras-Espinoza, Sergio T2 - Building and Environment AB - The present paper reports a meta-analysis of published evidence on the effects of temperature in school classrooms on children's performance in school. The data from 18 studies were used to construct a relationship between thermal conditions in classrooms and children's performance in school. Psychological tests measuring cognitive abilities and skills, school tasks including mathematical and language-based tasks, rating schemes, and tests used to assess progress in learning including end-of-year grades and the examination results were considered as indicators of children's performance Due to the lack of complete measurements, thermal conditions were characterized by measured classroom temperatures. To create the relationship, the fractional change in performance of psychological tests and school tasks was regressed against the average temperature at which the change was recorded; all published data were used regardless of whether the change in learning outcome changed significantly with temperature. For other learning outcomes, no relationship was created because the data were insufficient. The relationship derived in the analysis shows that the performance of psychological tests and school tasks can be expected to increase on average by 20% if classroom temperatures are lowered from 30 °C to 20 °C and that the temperature for optimal performance is lower than 22 °C. The relationship is valid only for temperate climates. It requires verification for other climates and extensions to temperatures lower than 20 °C and higher than 30 °C. DA - 2019/06/15/ PY - 2019 DO - 10.1016/j.buildenv.2019.04.046 DP - ScienceDirect VL - 157 SP - 197 EP - 204 J2 - Building and Environment LA - en SN - 0360-1323 UR - https://www.sciencedirect.com/science/article/pii/S0360132319302987 Y2 - 2022/05/28/19:46:47 KW - BE:Annotated KW - BE:RELEVANT KW - BE:temperature KW - Children KW - Cognitive performance KW - Elementary schools KW - Learning KW - Temperature KW - Thermal environment ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region. DA - 2019/06/10/ PY - 2019 DP - DOI.org (Datacite) LA - en PB - Zenodo UR - https://zenodo.org/record/3242314 Y2 - 2021/03/18/19:14:38 KW - ⛔ No DOI found ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 KW - _C:Sierra Leone SLE ER - TY - THES TI - Creation of bibliometric tools for evaluation based on data from Google Scholar AU - Martín-Martín, Alberto AB - (This is a thesis by compilation of studies. Article co-authors are listed at the beginning of each article) Google Scholar (GS) is a freely-accessible academic search engine that indexes academic literature from a wide range of disciplines, document types, and languages. Unlike Web of Science (WoS) and Scopus, which have a selective approach to document indexing (they only index documents published in certain venues), GS follows an inclusive approach. Apart from being the most frequently used tool by researchers to find scholarly information, what made GS stand out was that it builds its own citation graph by processing the references at the end of each document and matching them to documents already identified in their index. These citation counts are now widely consulted by researchers, because up to the point when GS was launched (2004), the main citation index (WoS) was only accessible via subscription. In subsequent years, GS launched several services based on data from its document base: Google Scholar Citations (an author profile service), Google Scholar Metrics (a journal ranking service), and GSCP (a short-lived service that listed highly-cited documents). Despite its opacity (not much information on the coverage is available officially) and lack of native data exporting capabilities, many studies have tried to analyse the main characteristics of GS, and compare it to WoS and Scopus. These studies show that GS has a much more comprehensive coverage, especially in Arts, Humanities, and Social Sciences (AHSS), although GS also presents errors and limitations that other citation indexes do not have. The general goal of this thesis was to explore whether it is feasible and sustainable to re-use data available in GS to generate data products or tools of a bibliometric nature that provide functionalities that GS does not provide. In order to do this, we followed two approaches that have ran side by side. In our first approach, we endeavored to carry out studies that analysed the general characteristics of Google Scholar as a source of data: its strengths and weaknesses related to size, coverage, errors, bibliometric indicators. In order to do this, we analysed the characteristics of various of samples of GS data (the largest samples of GS data analysed to date), in some cases benchmarking it against the data available in WoS or Scopus. The studies that resulted from this first approach show that GS has an extensive coverage of academic documents. Its coverage includes most of the documents covered in the multidisciplinary citation databases WoS and Scopus, as well as theses, dissertations, books, conference papers, and other unpublished materials (preprints, reports). Spearman correlation coefficients of citation counts between GS and WoS, or between GS and Scopus are generally very high. Thus, if GS is used for research evaluations then its data would be unlikely to produce large changes in the results, despite the additional citations found. It is also shown that, despite the limitations to control which documents are returned for a query, it is possible to identify in GS the most highly-cited documents in a given discipline, given how GS generally presents documents with high citation counts first. Even when considering only highly-cited documents, GS appears to have a more extensive coverage than GS or Scopus, especially in the areas of AHSS. In our second approach, we tested the knowledge obtained in the previous studies in practical real-life situations. These projects took the form of tailored web applications built for a variety of purposes, and open to everyone. The applications display data extracted from Google Scholar (and sometimes also other services) in ways that the native GS, GSC and GSM interfaces do not, thus expanding the range of ways in which users can interact with this information. Three different types of prototype applications were developed and are presented here. The first application presents journal-level bibliometric indicators for a large collection of journals in the Arts, Humanities, and Social Sciences (AHSS): Journal Scholar Metrics (http://www.journal-scholar-metrics.infoec3.es). The second application presents data from a specific academic community at various levels of aggregation (author-, document-, journal-, and publisher-level), combining data not only from GS but from other sources: Scholar Mirrors (http://www.scholar-mirrors.infoec3.es). In the third application, a large sample of data from GS is used to analyse Open Access levels by country, subject category, journal, and publication year. Lastly, we describe the work carried out so far for a fourth, more ambitious application capable of displaying information about all researchers working in Spain with a public GS profile. For the second approach, a new methodology was developed which allowed us to combine information from several scholarly sources: the MADAP method (Multifaceted Analysis of Disciplines through Academic Profiles). The data extracted using this method allowed us to compare a large number of author-level bibliometric indicators from various sources. Author-level indicators in GS (all based on citations) correlated well with other production and citation-based indicators from ResearchGate and ResearcherID, and also with Mendeley’s “Reader” indicator. On the other hand, GS indicators did not correlate well with conectivity-based metrics (followers). The results of this thesis consistently find that GS data, and especially its citation data, can be useful for bibliometric analyses. Nevertheless, throughout all the analyses that have been performed, it has also become clear that there are important limitations that have to be considered when deciding whether to use data from GS for these purposes. Many of these limitations arise from the desire to use this tool for a purpose that falls outside the original scope intended by its creators. errors derived from completely automated processing of documents from a great variety of sources and in a great variety of formats. DA - 2019/06/07/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3241713 Y2 - 2021/04/25/15:21:23 KW - Google Scholar KW - Scopus KW - Web of Science KW - academic search engines KW - bibliometrics KW - citation analysis KW - coverage KW - errors KW - open access KW - web applications ER - TY - JOUR TI - What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance? AU - Dasandi, Niheer AU - Laws, Ed AU - Marquette, Heather AU - Robinson, Mark T2 - Politics and Governance DA - 2019/06/05/ PY - 2019 DO - 10.17645/pag.v7i2.1904 DP - www.cogitatiopress.com VL - 7 IS - 2 SP - 155 EP - 168 LA - en SN - 2183-2463 UR - https://www.cogitatiopress.com/politicsandgovernance/article/view/1904 Y2 - 2020/09/06/17:19:09 KW - aid effectiveness KW - development assistance KW - donors KW - evidence KW - governance KW - politics KW - thinking and working politically ER - TY - ELEC TI - Opinion: Remember Pergau AU - Mason, Phil T2 - Devex AB - For those politicos tempted to kill off the U.K. Department for International Development, this word alone should warn against it, writes DFID veteran Phil Mason. DA - 2019/06/04/T11:38:23+00:00 PY - 2019 ST - Opinion UR - https://www.devex.com/news/sponsored/opinion-remember-pergau-95026 Y2 - 2020/06/22/12:51:17 ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report AU - Johnson, David AU - Hsieh, Pei-Tseng Jenny DA - 2019/06// PY - 2019 LA - En PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2021/05/29/18:47:28 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Technical and vocational education and training in sub-Saharan Africa: a comprehensive review of the current state of the research (AfriTVET) AU - Kigwilu Changilwa, Peter AU - Haßler, Björn AU - Marsden, Melissa AU - Watson, Joseph AU - Schaffer, Jens AU - Kagambega, Asseta AU - Iseje, Fatuma AU - Maseko, Vusi AU - Orji, Chibueze Tobias AU - Deodonne, Kunwufine AU - Amina, Idris AU - Ewnetu, Tamene AU - Ezekoye, Benadeth T2 - AfriTVET International Conference, RVTTI, Kenya, June 2019 AB - Research funded by Federal Ministry for Research and Education, Germany DA - 2019/06// PY - 2019 DO - 10.5281/zenodo.3976864 KW - Author:Haßler KW - Author:OpenDevEd ER - TY - JOUR TI - Effects of game‐based learning on students' mathematics achievement: A meta‐analysis AU - Tokac, Umit AU - Novak, Elena AU - Thompson, Christopher G. T2 - Journal of Computer Assisted Learning DA - 2019/06// PY - 2019 DO - 10.1111/jcal.12347 VL - 35 IS - 3 SP - 407 EP - 420 J2 - J Comput Assist Learn LA - en SN - 0266-4909, 1365-2729 ST - Effects of game‐based learning on students' mathematics achievement KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme AU - Moodley, Maglin T2 - South African Journal of Education DA - 2019/05/31/ PY - 2019 DO - 10.15700/saje.v39n2a1323 VL - 39 IS - 2 J2 - SAJE LA - en SN - 02560100, 20763433 ST - WhatsApp KW - Final_citation KW - cited KW - existing ER - TY - GEN TI - PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic] AU - Haßler, Björn AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane CN - 0242 DA - 2019/05/27/ PY - 2019 LA - English, Arabic PB - Activating EdTech Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:m KW - language:Arabic KW - language:English ER - TY - RPRT TI - What Do Tanzanian Parents Want from Primary Schools—and What Can Be Done about It? AU - Solomon, Samuel AU - Zeitlin, Andrew AB - Key Points RISE researchers ran a ‘discrete choice’ experiment among parents of school-aged children. They find: • Parents’ choices are driven by proximity and learning quality, with little additional role for class sizes or infrastructure quality. • Parents’ willingness to walk for learning outcomestheir tradeoff between distance and quality—varies widely by region. • Regional variation in willingness to walk for learning is not reflected in the mix of services provided by the school system. DA - 2019/05/25/ PY - 2019 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0 Y2 - 2020/09/06/17:28:26 KW - _genre:PR-primary_research ER - TY - JOUR TI - Battle for the thermostat: Gender and the effect of temperature on cognitive performance AU - Chang, Tom Y. AU - Kajackaite, Agne T2 - PLoS ONE AB - This paper studies differences in the effect of temperature on cognitive performance by gender in a large controlled lab experiment (N = 543). We study performance in math, verbal and cognitive reflection tasks and find that the effects of temperature vary significantly across men and women. At higher temperatures, women perform better on a math and verbal task while the reverse effect is observed for men. The increase in female performance in response to higher temperature is significantly larger and more precisely estimated than the corresponding decrease in male performance. In contrast to math and verbal tasks, temperature has no impact on a measure of cognitive reflection for either gender. Our findings suggest that gender mixed workplaces may be able to increase productivity by setting the thermostat higher than current standards. DA - 2019/05/22/ PY - 2019 DO - 10.1371/journal.pone.0216362 DP - PubMed Central VL - 14 IS - 5 SP - e0216362 J2 - PLoS One SN - 1932-6203 ST - Battle for the thermostat UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6530830/ Y2 - 2022/06/02/21:40:37 ER - TY - JOUR TI - Revealing a safer sex option to reduce HIV risk: a cluster-randomized trial in Botswana AU - Angrist, Noam AU - Matshaba, Mogomotsi AU - Gabaitiri, Lesego AU - Anabwani, Gabriel T2 - BMC Public Health AB - 1.8 million new HIV infections occur every year, disproportionately affecting adolescent girls and young women. Abstinence-only risk avoidance approaches have had limited impact on reducing new infections. This cluster-randomized trial examines a risk reduction approach to curbing risky sex for school-going girls in Botswana. DA - 2019/05/21/ PY - 2019 DO - 10.1186/s12889-019-6844-8 DP - BioMed Central VL - 19 IS - 1 SP - 610 J2 - BMC Public Health SN - 1471-2458 ST - Revealing a safer sex option to reduce HIV risk UR - https://doi.org/10.1186/s12889-019-6844-8 Y2 - 2021/05/19/15:07:05 KW - Botswana KW - HIV KW - Health KW - Impact evaluation KW - Risk reduction KW - School KW - Sex education KW - Southern Africa KW - Teen pregnancy ER - TY - ELEC TI - Finding unmapped schools from space with AI AU - Yi, Zhuangfang NaNa T2 - Medium AB - Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity… DA - 2019/05/20/T18:51:45.851Z PY - 2019 LA - en UR - https://medium.com/devseed/finding-unmapped-schools-from-space-with-ai-28459f68c2f3 Y2 - 2021/05/08/17:43:34 ER - TY - RPRT TI - Incentivizing Textbooks for Self-Study: Experimental Evidence from the Democratic Republic of Congo AU - Falisse, Jean-Benoit AU - Huysentruyt, Marieke AU - Olofsgård, Anders AB - We use a randomized field experiment to test whether a new self-study routine, designed to encourage the use of textbooks at home, can improve student achievement. In treatment schools, students and teachers were incentivized to adopt the routine through, respectively, a public display of stars (one for each time they took home books) and financial incentives (to compensate for potential loss or damage of textbooks). French language test scores improved in the treatment schools by 0.319σ relative to the control group, but no impact on math test scores was found. The intervention also raised the average likelihood of a student taking the high-stake end of the year national exam by 10 percentage points, without a negative impact on average exam results. The routine increased students’ job and secondary school aspirations and their perceptions of the usefulness of textbooks, likely pathways for the main results. The low-cost routine relied on a more efficient usage of existing basic educational material, making it feasible also in a very resource constrained and fragile setting. Our findings highlight the critical role of self-learning to promote student achievement and suggest that a simple ‘textbook at home’ routine may compensate for lower quality teaching in class. DA - 2019/05// PY - 2019 DP - journals.aom.org (Atypon) ST - Incentivizing Textbooks for Self-Study UR - https://novafrica.org/wp-content/uploads/2019/05/textbook-paper-May-19-2019-final-Lisbon-draft-clean.pdf Y2 - 2022/04/18/10:47:44 KW - AOM Annual Meeting Proceedings 2020 ER - TY - JOUR TI - Youth and Artificial Intelligence.“Berkman Klein Center AU - Hasse, A. AB - How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns? DA - 2019/05// PY - 2019 LA - en UR - https://cyber.harvard.edu/publication/2019/youth-and-artificial-intelligence/where-we-stand Y2 - 2022/12/30/15:23:10 KW - Final_citation KW - anystyle KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Benefits and Challenges of the Freetown Teachers College Distance Education Programme for Serving Primary and Junior Secondary School Teachers in Sierra Leone AU - Shaw, Mohamed AU - Mansaray, Alpha Bassie T2 - International Journal of Advanced Research DA - 2019/04/30/ PY - 2019 DO - 10.21474/IJAR01/8927 DP - DOI.org (Crossref) VL - 7 IS - 4 SP - 1093 EP - 1104 J2 - IJAR LA - en UR - http://www.journalijar.com/article/27775/benefits-and-challenges-of-the-freetown-teachers-college-distance-education-programme-for-serving-primary-and-junior-secondary-school-teachers-in-sierra-leone/ Y2 - 2020/07/16/11:35:17 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Capturing cost data: a first-mile problem AU - Holla, Alaka AB - Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ... DA - 2019/04/29/ PY - 2019 LA - en ST - Capturing cost data UR - https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem Y2 - 2022/12/06/22:15:49 ER - TY - COMP TI - bjohas/kanbantool-bookmarklets AU - Haßler, Björn DA - 2019/04/13/T08:58:31Z PY - 2019 DP - GitHub UR - https://github.com/bjohas/kanbantool-bookmarklets Y2 - 2020/07/11/17:27:45 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - JOUR TI - Lessons Learned from Education Programmes' Contribution to Peace and Stability AU - Price, Roz AB - Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability. DA - 2019/04/08/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14482 Y2 - 2022/12/18/18:15:44 KW - ⛔ No DOI found ER - TY - RPRT TI - Sprint 3 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0219 CY - Amman, Jordan DA - 2019/04/07/11 PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 3 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 3 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0228 CY - Amman, Jordan DA - 2019/04/07/11 PY - 2019 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 3 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document. CN - 0235 CY - Amman, Jordan DA - 2019/04/03/ PY - 2019 LA - English M3 - Programme Evaluation Resource (PER) PB - Activating EdTech SN - 1 ST - PER1. Toolkit for discussion (Technology, Resources and Learning UR - https://docs.etechhub.org/lib/QKTH39RC Y2 - 2019/12/31/18:12:14 KW - Author:Haßler KW - Author:OpenDevED KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Squad reports and presentations AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CY - Amman, Jordan DA - 2019/04/03/ PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - ADHD symptoms and the teacher–student relationship: a systematic literature review AU - Ewe, Linda Plantin T2 - Emotional and Behavioural Difficulties AB - This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness. DA - 2019/04/03/ PY - 2019 DO - 10.1080/13632752.2019.1597562 DP - Taylor and Francis+NEJM VL - 24 IS - 2 SP - 136 EP - 155 SN - 1363-2752 ST - ADHD symptoms and the teacher–student relationship UR - https://doi.org/10.1080/13632752.2019.1597562 Y2 - 2022/04/07/14:42:48 KW - ADHD KW - school settings KW - systematic review KW - teacher–student relationship ER - TY - JOUR TI - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) AU - Haßler, Björn AB - Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. DA - 2019/04/03/ PY - 2019 DO - 10.5281/zenodo.2626545 DP - Zenodo LA - eng ST - Toolkit for discussion (Technology, Resources and Learning UR - https://zenodo.org/record/2626545#.XV5JnR9fgrQ Y2 - 2019/08/22/07:54:34 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:b ER - TY - JOUR TI - Evaluation Learning Review for DFID Nigeria AU - Bolton, Laura AB - Eight evaluation and one research report were provided by DFID for this review. The Girls Education Project (GEP III) consists of multiple interventions aiming to provide meaningful and relevant quality basic education for integrated Qur’anic education. Outputs include increasing capacity of teachers, improved governance and improving access and demand. Evaluations on the capacity of teachers to improve learning outcomes did not produce improved learning outcomes. The evaluation of the GEP III found limited impact on the knowledge of trained teachers, curriculum knowledge deteriorated and there was some improvement in teacher’s ability to interpret English was found. It suggests that the use of reading resources could improve teacher’s comprehension skills and using a phonics approach could improve their English. The limited effectiveness of the training is suggested to be related to low initial subject knowledge and pedagogical knowledge, language barriers and the changing class environment. The evaluation concludes that the intervention is highly unlikely to have improved gender sensitive class practice. DA - 2019/04/02/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14563 Y2 - 2022/12/18/18:14:22 KW - ⛔ No DOI found ER - TY - JOUR TI - Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach AU - MacLean, Robert AU - Sen, Kunal T2 - Research Evaluation DA - 2019/04// PY - 2019 DO - 10.1093/reseval/rvy026 VL - 28 IS - 2 SP - 123 EP - 135 UR - https://academic.oup.com/rev/article/28/2/123/5090812 KW - ___working_potential_duplicate ER - TY - JOUR TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. T2 - American Economic Review AB - We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education. DA - 2019/04// PY - 2019 DO - 10.1257/aer.20171112 DP - www.aeaweb.org VL - 109 IS - 4 SP - 1426 EP - 1460 LA - en SN - 0002-8282 ST - Disrupting Education? UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112 Y2 - 2022/11/16/02:52:00 KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital KW - Final_citation KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Skills KW - existing ER - TY - CONF TI - Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City AU - Nirwana, Nirwana AU - Vatresia, Arie AU - Utama, F. P. T2 - International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) AB - Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage... DA - 2019/04// PY - 2019 DO - 10.2991/icetep-18.2019.49 DP - www.atlantis-press.com SP - 197 EP - 202 LA - en PB - Atlantis Press SN - 978-94-6252-695-2 UR - https://www.atlantis-press.com/proceedings/icetep-18/55915514 Y2 - 2021/03/07/17:45:04 KW - _C:France FRA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Errors in search strategies used in systematic reviews and their effects on information retrieval AU - Salvador-Oliván, José Antonio AU - Marco-Cuenca, Gonzalo AU - Arquero-Avilés, Rosario T2 - Journal of the Medical Library Association : JMLA AB - Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants. DA - 2019/04// PY - 2019 DO - 10.5195/jmla.2019.567 DP - PubMed Central VL - 107 IS - 2 SP - 210 EP - 221 J2 - J Med Libr Assoc SN - 1536-5050 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6466507/ Y2 - 2021/04/17/19:27:21 ER - TY - BOOK TI - The Politics of Education in Developing Countries: From Schooling to Learning A3 - Hickey, Sam A3 - Hossain, Naomi AB - Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries. CY - Oxford, New York DA - 2019/03/22/ PY - 2019 DP - Oxford University Press SP - 256 PB - Oxford University Press SN - 978-0-19-883568-4 ST - The Politics of Education in Developing Countries ER - TY - BOOK TI - Skills for Human Development: Transforming Vocational Education and Training AU - Powell, Lesley AU - McGrath, Simon CY - Abingdon, Oxon; New York, NY: Routledge, 2019. DA - 2019/03/15/ PY - 2019 DP - DOI.org (Crossref) ET - 1 LA - en PB - Routledge SN - 978-1-315-65759-2 ST - Skills for Human Development UR - https://www.taylorfrancis.com/books/9781317328520 Y2 - 2020/02/01/18:08:44 ER - TY - JOUR TI - The impact of a mathematics computer-assisted learning platform on students' mathematics test scores AU - Perera, Marcelo AU - Aboal, Diego T2 - MERIT Working Papers AB - Since 2013, the Uruguayan educational system has been using an online adaptive learning tool for mathematics: The Mathematics Adaptive Platform (PAM for its Spanish acronym). PAM's content has been adapted to the national curriculum and it is a tool that - based on an analysis of students' experiences - offers personalised feedback according to each student's skill level. The use of PAM has been spreading throughout the education system. By 2016, approximately half of all students in 3rd through 6th grades of primary education had used the platform. The purpose of this study is to identify the effect of the use of PAM on the test score gain in mathematics based on longitudinal data from a sample of students in primary education. The results show a positive effect of 0.2 standard deviations on mathematics test scores. Results also show that the impact of PAM increases as the socioeconomic status of students decreases. There is no heterogeneous impact by gender. This is the first evidence at a country-wide level of the impact of a pedagogical tool of this type. DA - 2019/03/12/ PY - 2019 DP - ideas.repec.org LA - en UR - https://ideas.repec.org//p/unm/unumer/2019007.html Y2 - 2022/12/25/02:31:19 KW - Evaluation of Computer Assisted Learning systems KW - Final_citation KW - Mathematics KW - Uruguay KW - cited KW - existing KW - ⛔ No DOI found ER - TY - ELEC TI - Moocs struggle to lift rock-bottom completion rates AU - Murray, Seb T2 - Financial Times AB - Business schools are using nudge methods and peer learning to keep students’ attention DA - 2019/03/04/T04:00:31.000Z PY - 2019 LA - en-GB UR - https://www.ft.com/content/60e90be2-1a77-11e9-b191-175523b59d1d Y2 - 2020/01/19/12:23:01 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? AU - Ngware, Moses W. AU - Hungi, Njora AU - Mutisya, Maurice T2 - Assessment in Education: Principles, Policy & Practice DA - 2019/03/04/ PY - 2019 DO - 10.1080/0969594X.2018.1503156 DP - DOI.org (Crossref) VL - 26 IS - 2 SP - 222 EP - 244 J2 - Assessment in Education: Principles, Policy & Practice LA - en SN - 0969-594X, 1465-329X ST - Assessing learning UR - https://www.tandfonline.com/doi/full/10.1080/0969594X.2018.1503156 Y2 - 2020/08/10/11:35:16 KW - __C:filed:1 ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study AU - Ata, Rıdvan AU - Cevik, Mustafa T2 - Education and Information Technologies AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR] DA - 2019/03// PY - 2019 DO - 10.1007/s10639-018-9835-y DP - EBSCOhost VL - 24 IS - 2 SP - 1351 EP - 1377 J2 - Education & Information Technologies SN - 13602357 UR - http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1 KW - COGNITIVE styles KW - Cognitive Style KW - Cognitive style KW - Computers--Information Science And Information Theory KW - Content Analysis KW - EDUCATIONAL programs KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Attainment KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Higher Education KW - Income KW - Independent Study KW - Independent study KW - Kolb's learning styles KW - Kolb’s learning styles KW - LEARNING readiness KW - Learning Readiness KW - Learning Style Inventory KW - MOBILE learning KW - Measures (Individuals) KW - Mobile learning KW - Mothers KW - Positive Attitudes KW - Postsecondary Education KW - Pre-service teachers KW - Preservice Teachers KW - STUDENT teachers KW - Self Efficacy KW - Structural Equation Models KW - Structural equation modelling KW - Student Attitudes KW - Teacher Education Programs KW - Telecommunications KW - Turkey KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095788 KW - __finaldtb ER - TY - RPRT TI - Open Access Research: A Review of DFID’s Policy and Practice AU - Fosci, Mattia AU - Johnson, Rob AU - Chiarelli, Andrea DA - 2019/03// PY - 2019 UR - https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf Y2 - 2020/08/18/16:53:31 ER - TY - JOUR TI - Priorities and Interactions of Sustainable Development Goals (SDGs) with Focus on Wetlands AU - Jaramillo, Fernando AU - Desormeaux, Amanda AU - Hedlund, Johanna AU - Jawitz, James W. AU - Clerici, Nicola AU - Piemontese, Luigi AU - Rodríguez-Rodriguez, Jenny Alexandra AU - Anaya, Jesús Adolfo AU - Blanco-Libreros, Juan F. AU - Borja, Sonia AU - Celi, Jorge AU - Chalov, Sergey AU - Chun, Kwok Pan AU - Cresso, Matilda AU - Destouni, Georgia AU - Dessu, Shimelis Behailu AU - Di Baldassarre, Giuliano AU - Downing, Andrea AU - Espinosa, Luisa AU - Ghajarnia, Navid AU - Girard, Pierre AU - Gutiérrez, Álvaro G. AU - Hansen, Amy AU - Hu, Tengfei AU - Jarsjö, Jerker AU - Kalantari, Zahra AU - Labbaci, Adnane AU - Licero-Villanueva, Lucia AU - Livsey, John AU - Machotka, Ewa AU - McCurley, Kathryn AU - Palomino-Ángel, Sebastián AU - Pietron, Jan AU - Price, René AU - Ramchunder, Sorain J. AU - Ricaurte-Villota, Constanza AU - Ricaurte, Luisa Fernanda AU - Dahir, Lula AU - Rodríguez, Erasmo AU - Salgado, Jorge AU - Sannel, A. Britta K. AU - Santos, Ana Carolina AU - Seifollahi-Aghmiuni, Samaneh AU - Sjöberg, Ylva AU - Sun, Lian AU - Thorslund, Josefin AU - Vigouroux, Guillaume AU - Wang-Erlandsson, Lan AU - Xu, Diandian AU - Zamora, David AU - Ziegler, Alan D. AU - Åhlén, Imenne T2 - Water AB - Wetlands are often vital physical and social components of a country’s natural capital, as well as providers of ecosystem services to local and national communities. We performed a network analysis to prioritize Sustainable Development Goal (SDG) targets for sustainable development in iconic wetlands and wetlandscapes around the world. The analysis was based on the information and perceptions on 45 wetlandscapes worldwide by 49 wetland researchers of the Global Wetland Ecohydrological Network (GWEN). We identified three 2030 Agenda targets of high priority across the wetlandscapes needed to achieve sustainable development: Target 6.3—“Improve water quality”; 2.4—“Sustainable food production”; and 12.2—“Sustainable management of resources”. Moreover, we found specific feedback mechanisms and synergies between SDG targets in the context of wetlands. The most consistent reinforcing interactions were the influence of Target 12.2 on 8.4—“Efficient resource consumption”; and that of Target 6.3 on 12.2. The wetlandscapes could be differentiated in four bundles of distinctive priority SDG-targets: “Basic human needs”, “Sustainable tourism”, “Environmental impact in urban wetlands”, and “Improving and conserving environment”. In general, we find that the SDG groups, targets, and interactions stress that maintaining good water quality and a “wise use” of wetlandscapes are vital to attaining sustainable development within these sensitive ecosystems. DA - 2019/03// PY - 2019 DO - 10.3390/w11030619 DP - www.mdpi.com VL - 11 IS - 3 SP - 619 LA - en SN - 2073-4441 UR - https://www.mdpi.com/2073-4441/11/3/619 Y2 - 2022/08/30/13:10:00 KW - Author:OpenDevEd KW - SDGs KW - interactions KW - network analysis KW - priorities KW - sustainable development goals KW - wetlands KW - wetlandscapes ER - TY - JOUR TI - Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries AU - Ahmed, Hassan AB - Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education. DA - 2019/02/28/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14413 Y2 - 2022/12/18/18:14:11 KW - ⛔ No DOI found ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola : Lessons from an Empowerment Program AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus P. AU - Rasul, Imran AU - Smurra, Andrea AB - This paper evaluates an intervention to raise young women's economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can find support, receive information on health and reproductive issues, and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. The analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4,700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend significantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16 percentage points drop in school enrolment post-crisis. These adverse effects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. The analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. DA - 2019/02/28/08:51:05 PY - 2019 DP - documents.worldbank.org SP - 1 EP - 80 LA - en PB - The World Bank SN - WPS8760 ST - The Economic Lives of Young Women in the Time of Ebola UR - http://documents.worldbank.org/curated/en/452451551361923106/The-Economic-Lives-of-Young-Women-in-the-Time-of-Ebola-Lessons-from-an-Empowerment-Program Y2 - 2020/04/21/15:04:08 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Climate Responsive Design AU - Clegg, Peter AU - Sandeman, Isabel AB - Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment. C3 - Proceedings of a conference on raising awareness of Climate Responsive Design in East Africa DA - 2019/02/27/28 PY - 2019 DP - Zotero LA - en PB - Enabel UR - https://fcbstudios.com/practice/explore/manifesto-for-climate-responsive-design/ ER - TY - SLIDE TI - Partnerships in Education A2 - Bajinder Pal Singh AB - Partnerships in Education Models, Types, Reach, Benefits, Pitfalls, DA - 2019/02/25/ PY - 2019 M3 - Education UR - https://www.slideshare.net/bajinder/partnerships-in-education-133156231 Y2 - 2021/03/24/13:00:20 ER - TY - JOUR TI - An Overview of Evidence Regarding the Impact of Impact Bonds as Innovative Financing Mechanisms for Education in Development Contexts AU - Joynes, Chris AB - 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. DA - 2019/02/25/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14402 Y2 - 2022/12/18/18:16:02 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia AU - Mulenga, Innocent Mutale AU - Mwanza, Christine T2 - Journal of Curriculum and Teaching AB - In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process. DA - 2019/02/22/ PY - 2019 DO - 10.5430/jct.v8n1p32 DP - DOI.org (Crossref) VL - 8 IS - 1 SP - 32 J2 - JCT LA - en SN - 1927-2685, 1927-2677 ST - Teacher’s Voices Crying in the School Wilderness UR - http://www.sciedupress.com/journal/index.php/jct/article/view/13785 Y2 - 2023/11/28/14:45:34 ER - TY - JOUR TI - Best Practice for Scaling Up Efforts to Improve English Language Skills AU - Amonoo-Kuafi, Esi Fenyiwa AB - This rapid review drew primarily on academic and grey literature published in the last 10 years. Presently, there is a paucity of literature which explores comparable national experiences of implementing large‐scale English language programs and which provide: (i) documentation of the critical components and conditions of the programme designs that affect the likelihood of successfully transitioning from pilot to scale; (ii) review of the design, deployment, and effectiveness of each pilot programme; and (iii) the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled language programmes. The most insightful case study from which there are several recommendations for future language programmes was that of the English in Action (EIA) programme in Bangladesh. Many of the recommendations from this study are listed above and expanded upon in Section 4 of this report. This report is organised into six sections. Section 1 provided an overview of the report findings; Section 2 seeks to give a brief review of some of the background literature on language acquisition and language practice; Section 3 then considers scaling up of national programmes – firstly with an overview of the main lessons regarding scaling up, then looking at lessons learnt for scaling up education programmes more generally; Section 4 focus is on lessons specifically learnt from English language programmes; Section 5 provides the full list of references used. DA - 2019/02/21/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14444 Y2 - 2022/12/18/18:13:27 KW - ⛔ No DOI found ER - TY - RPRT TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew AB - In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a difference-in-differences estimator that exploits the differential pressure exerted on schools at the top and bottom of their respective district rankings. We find that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school. DA - 2019/02/19/ PY - 2019 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Can Public Rankings Improve School Performance? UR - https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence Y2 - 2020/09/06/17:28:21 ER - TY - RPRT TI - Sprint 2 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0218 CY - Amman, Jordan DA - 2019/02/17/21 PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 2 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 2 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0227 CY - Amman, Jordan DA - 2019/02/17/21 PY - 2019 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 2 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - Mapped: The Median Age of the Population on Every Continent AU - Desjardins, Jeff T2 - Visual Capitalist AB - This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world. DA - 2019/02/15/T12:36:58-08:00 PY - 2019 LA - en-US ST - Mapped UR - https://www.visualcapitalist.com/mapped-the-median-age-of-every-continent/ Y2 - 2020/08/01/14:38:20 ER - TY - JOUR TI - Stunting, Wasting, and Education in Nigeria AU - Tull, Kerina AB - Globally, the number of primary school children with nutritional deficiencies is high. This rapid review focuses on children with such deficiencies (namely stunting and wasting), and how it affects them throughout their primary education. Although the focus is on Nigeria, other country examples and their approaches to address this issue are also included, where available. Key points include as hungry children find it difficult to concentrate (Muiru et al., 2014; Foodbank, 2015; Businge, 2016), their learning needs and outcomes are different to well-nourished children. Countries respond to these children in different ways: the most popular being school feeding programmes, e.g. in India, which has a high prevalence of stunting and wasting, there is the free Midday Meal Scheme, which is the largest such scheme in the world (Singh et al., 2012). However, such approaches have varying impacts: positive effects on measured learning were found in Burkina Faso and Peru (World Bank Group, 2018). However, in Kenya, providing school meals took significant time away from the classroom, and so they had an ambiguous net effect (World Bank Group, 2018). Therefore, it is worth noting that although school feeding gets children to school, it does not always improve learning (FAO et al., 2018). DA - 2019/02/11/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14378 Y2 - 2022/12/18/18:16:37 KW - ⛔ No DOI found ER - TY - JOUR TI - An Overview of Innovative Financing Mechanisms for Education in Development Contexts AU - Joynes, Chris AB - 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. DA - 2019/02/06/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14374 Y2 - 2022/12/18/18:16:07 KW - ⛔ No DOI found ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, K. AU - Thi Mai, T. T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/08/14/19:30:51 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - The True Cost of Freemiums in Edtech AU - Levine, Elliott T2 - EdTech Digest AB - An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […] DA - 2019/02/05/ PY - 2019 LA - en-US UR - https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/ Y2 - 2022/12/06/22:15:55 ER - TY - JOUR TI - Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al AU - Greyson, Devon AU - Rafferty, Ellen AU - Slater, Linda AU - MacDonald, Noni AU - Bettinger, Julie A. AU - Dubé, Ève AU - MacDonald, Shannon E. T2 - BMC Public Health AB - A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review. DA - 2019/02/04/ PY - 2019 DO - 10.1186/s12889-018-6275-y DP - BioMed Central VL - 19 IS - 1 SP - 153 J2 - BMC Public Health SN - 1471-2458 ST - Systematic review searches must be systematic, comprehensive, and transparent UR - https://doi.org/10.1186/s12889-018-6275-y Y2 - 2021/04/17/19:27:55 KW - Immunization KW - Narrative review KW - Scholarly communication KW - School KW - Search methodology KW - Systematic review KW - Vaccination ER - TY - JOUR TI - Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey AU - Sturm, Benjamin AU - Sunyaev, Ali T2 - Business & Information Systems Engineering AB - Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. DA - 2019/02/01/ PY - 2019 DO - 10.1007/s12599-018-0569-6 DP - Springer Link VL - 61 IS - 1 SP - 91 EP - 111 J2 - Bus Inf Syst Eng LA - en SN - 1867-0202 ST - Design Principles for Systematic Search Systems UR - https://doi.org/10.1007/s12599-018-0569-6 Y2 - 2024/01/19/22:25:42 KW - Design principles KW - Design science research KW - Information retrieval KW - Literature review KW - Systematic literature searches KW - Systematic search systems KW - _Added-ailr-2024 ER - TY - BLOG TI - How solar mini-grids can bring cheap, green electricity to rural Africa AU - Zajicek, Charlie T2 - odi.org AB - Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa. DA - 2019/01/24/ PY - 2019 LA - en-gb UR - https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/ Y2 - 2021/06/10/11:26:33 ER - TY - JOUR TI - Period Poverty Impact on the Economic Empowerment of Women AU - Tull, Kerina AB - The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied. DA - 2019/01/23/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14348 Y2 - 2022/12/18/18:16:11 KW - ⛔ No DOI found ER - TY - RPRT TI - Sprint 1 report AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0217 CY - Amman, Jordan DA - 2019/01/21/24 PY - 2019 LA - English M3 - Sprint Report PB - Activating EdTech SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Sprint 1 report - Arabic AU - Abed, Reema AU - Khalayleh, Abdullah AU - Alawamleh, Nour AU - Metni, Eliane AU - Haßler, Björn CN - 0226 CY - Amman, Jordan DA - 2019/01/21/24 PY - 2019 LA - Arabic M3 - Sprint Report PB - Activating EdTech SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Managing Transitions from Mother Tongue Instruction to English as the Medium Instruction AU - Boateng, Pearl AB - International evidence is clear that there is no best practice in transitioning from mother tongue to English as the medium of instruction in low and middle-income countries. Many studies found in the development of this helpdesk report provided in-depth analysis on the complex colonial histories of mother tongue language policies, nation building, implementation realities and challenges, as well as the importance of a cohesive mother tongue policy. Other papers found for this report provided useful policy considerations for governments, donors and programme staff. Much of the research addresses wider enablers to promote better quality inclusive education at a systemic level through mother tongue language policies. Some authors suggest that we are quite a way from a ‘global’ understanding of the aims and purposes of EMI because it appears to be a phenomenon which is being introduced ‘top-down’ by policy makers and education managers, rather than through consultation with the key stakeholders. Likewise there is a lack of understanding of the wider consequences or the outcomes of EMI (Clegg, 2005; Pinnock, 2009; Dearden, 2014). The benefits of mother tongue instruction (MTI) are well established in literature. The literature describes three main language of instruction models, namely: ‘early-exit’ (1-4 years of MTI), ‘late-exit’ (1-6 years of MTI), and ‘very late-exit’ (1-8 years or beyond in MTI). Results from early-exit policies show low learning outcomes, and this model is often fraught with implementation challenges from political will to resourcing. The sudden transition in early-exit policies does not allow learners to develop adequate cognitive, linguistic and academic skills in their mother tongues prior to the switch. The effective transfer of cognitive and academic competences from the mother tongue to the second language is possible only when the learners have acquired adequate linguistic and academic competence in their mother tongues. The weight of current evidence strongly suggests that if the academic benefits of MTI are to be achieved, then initial MTI needs to be a minimum of six years. DA - 2019/01/21/ PY - 2019 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14346 Y2 - 2022/12/18/18:15:56 KW - ⛔ No DOI found ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:q ER - TY - RPRT TI - Keyword inventory AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoé AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Abkhazia XABKH KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kurdistan XKRDN KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Liechtenstein LIE KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Puntland XPTLD KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Ossetia XOSSA KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tibet XTIBT KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - RPRT TI - Systemic Mixed-Methods Research — a conceptual framework for EdTech research along the IDIA scale AU - Haßler, Björn AU - Hennessy, Sara AU - Hollow, David AU - Simpson, Lea AU - Carter, Alice AU - Kalifa Damani AU - Gill Francis AU - Katy Jordan AU - Nora McIntyre AU - Joel Mitchell CY - London, UK DA - 2019/01/09/ PY - 2019 LA - en M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/RUSE8WYV KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:f ER - TY - RPRT TI - Methodology for literature reviews undertaken by the EdTech Hub AU - Haßler, Björn AU - Taskeen Adam AU - Meaghan Brugha AU - Kalifa Damani AU - Zoe Allier-Gagneur AU - Sara Hennessy AU - David Hollow AU - Katy Jordan AU - Kevin Martin AU - Mary Murphy AU - Hannah Walker CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub Working Paper PB - EdTech Hub SN - 3 UR - https://docs.opendeved.net/lib/3GKL5PCI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - STC-TLC KW - __C:filed:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:h ER - TY - THES TI - A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação AU - Correa, Juliana Nelia do Nascimento CY - São Paulo DA - 2019/01/02/ PY - 2019 DP - DOI.org (Crossref) LA - pt M3 - Mestrado em Administração PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/ Y2 - 2020/08/12/23:42:16 KW - _C:Australia AUS KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Korea XKOR KW - _C:Luxembourg LUX KW - _C:Mauritius MUS KW - _C:Montenegro MNE KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - An Atlas of Nigerian Languages AU - Blench, Roger AB - A listing and introduction to the languages of Nigeria. 2019 edition of a document first published in 1976 as 'An Index of Nigerian Languages' DA - 2019/01/01/ PY - 2019 DP - www.academia.edu LA - en UR - https://www.academia.edu/40463130/AN_ATLAS_OF_NIGERIAN_LANGUAGES Y2 - 2024/03/25/13:30:34 ER - TY - JOUR TI - Broadening borders to build better schools: Virtual professional learning communities AU - Carpenter, Daniel AU - Munshower, Paul T2 - International Journal of Educational Management AB - Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015). DA - 2019/01/01/ PY - 2019 DO - 10.1108/IJEM-09-2018-0296 DP - Emerald Insight VL - 34 IS - 2 SP - 296 EP - 314 LA - English SN - 0951-354X ST - Broadening borders to build better schools UR - https://doi.org/10.1108/IJEM-09-2018-0296 Y2 - 2021/06/25/16:01:48 KW - Collaboration KW - Communities of Practice KW - Computer Mediated Communication KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational technology KW - Faculty Development KW - Learning KW - Meetings KW - Preferences KW - Professional development KW - Professional learning communities KW - Rural Schools KW - Rural schools KW - School districts KW - Teacher Attitudes KW - Teacher Collaboration KW - Teacher collaboration KW - Teachers KW - Teaching KW - Virtual professional learning communities KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095794 KW - __finaldtb ER - TY - JOUR TI - Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality AU - Francis, Becky AU - Hodgen, Jeremy AU - Craig, Nicole AU - Taylor, Becky AU - Archer, Louise AU - Mazenod, Anna AU - Tereshchenko, Antonina AU - Connolly, Paul T2 - Teaching and Teacher Education AB - Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are over-represented in low attainment groups. This article draws on data from 380 teachers, drawn from 126 secondary schools in England, and interviews with 118 Year 7 students, to examine whether these findings from prior research in the US and elsewhere extend to the case of England in the present day. Findings show some evidence of these inequitable tendencies: those teachers highly qualified in their taught subject were less likely to be allocated to low sets. We also examine whether an intervention designed to encourage more equitable distribution had any impact on practice, and find tentative evidence that deployment in intervention schools had been impacted in relation to teacher subject qualifications. Pupils believed that teachers of higher sets had higher expectations and standards of behaviour, whereas those for low sets were seen to be unhelpfully indulgent, indicating a need for research attention to pedagogy and tracking. Findings are analysed from a social justice perspective, with interest in the consequences of inequitable distribution of teachers for the reproduction of social inequality. DA - 2019/01/01/ PY - 2019 DO - 10.1016/j.tate.2018.10.001 DP - ScienceDirect VL - 77 SP - 183 EP - 192 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Teacher ‘quality’ and attainment grouping UR - https://www.sciencedirect.com/science/article/pii/S0742051X18300854 Y2 - 2021/03/07/18:00:13 KW - _C:Ireland IRL KW - _C:Pakistan PAK KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Teach : Observer Manual AU - Molina, Ezequiel AU - Melo Hurtado, Carolina Eugenia AU - Pushparatnam, Adelle AU - Wilichowski, Tracy Marie AB - Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations. DA - 2019/01/01/01:39:01 PY - 2019 DP - documents.worldbank.org SP - 1 EP - 48 LA - en PB - The World Bank SN - 132204 ST - Teach UR - http://documents.worldbank.org/curated/en/949541542659103528/Teach-Observer-Manual Y2 - 2020/03/02/23:51:01 ER - TY - CONF TI - Instant Messaging Tutoring: A Case of South Africa AU - Budree, A AU - Hendriks, T T2 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence) AB - This research study was focused on determining the role social media, and in particular, instant messaging can have in providing tutor assistance to high school students. The study investigates the implementation of Dr. Maths, an instant messaging tutoring service that ran successfully in South Africa from 2007 to 2013. With the demise of the Dr Maths initiative, there hasn't been any further reconstruction of this sort. The results of this study strongly indicate that learners see value in having a tutor assist them with schoolwork, over the WhatsApp IM platform. This will allow for access to much required educational resources particularly in disadvantaged communities in developing countries such as South Africa. However, it is recommended that any solution implemented be as platform agnostic as possible to avoid a recurrence of the issue faced by Dr. Maths. C3 - 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence) DA - 2019/01// PY - 2019 DO - 10.1109/CONFLUENCE.2019.8776928 DP - IEEE Xplore SP - 615 EP - 619 ST - Instant Messaging Tutoring KW - Africa KW - Computers KW - Education KW - Final_citation KW - Instant Messaging KW - Instant messaging KW - Mobile handsets KW - Wireless communication KW - cited KW - developing country KW - existing KW - mlearning KW - mobile tutors ER - TY - JOUR TI - Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals AU - Dickens, Chris AU - Smakhtin, Vladimir AU - McCartney, Matthew AU - O’Brien, Gordon AU - Dahir, Lula T2 - Sustainability AB - The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies. DA - 2019/01// PY - 2019 DO - 10.3390/su11020462 DP - www.mdpi.com VL - 11 IS - 2 SP - 462 LA - en SN - 2071-1050 UR - https://www.mdpi.com/2071-1050/11/2/462 Y2 - 2022/08/30/13:09:39 KW - Author:OpenDevEd KW - SDGs KW - benchmark KW - goal KW - natural resources KW - resource security KW - standard KW - target KW - water resources ER - TY - JOUR TI - The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools AU - Lambert, Sarah T2 - International Electronic Journal of Elementary Education AB - Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations. DA - 2019/01// PY - 2019 DO - 10.26822/iejee.2019349252 DP - ERIC VL - 11 IS - 3 SP - 279 EP - 290 LA - en SN - 1307-9298 ST - The Siyavula Case UR - https://eric.ed.gov/?id=EJ1206172 Y2 - 2022/12/25/21:37:57 KW - Collaborative Writing KW - Costs KW - Disadvantaged Schools KW - Educational Resources KW - Educational Technology KW - Electronic Publishing KW - Elementary Secondary Education KW - Faculty Development KW - Final_citation KW - Foreign Countries KW - Shared Resources and Services KW - Social Justice KW - Technology Uses in Education KW - Textbooks KW - cited KW - existing ER - TY - RPRT TI - Uganda Impact Study Report AU - Pouezevara, Sarah AU - Brunette, Tracy AU - Jordan, Rachel AU - Nakyejwe, Deborah DA - 2019/01// PY - 2019 PB - RTI International KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Critical Hours and Important Environments: Relationships between Afterschool Physical Activity and the Physical Environment Using GPS, GIS and Accelerometers in 10–12-Year-Old Children AU - Remmers, Teun AU - Thijs, Carel AU - Ettema, Dick AU - de Vries, Sanne AU - Slingerland, Menno AU - Kremers, Stef T2 - International Journal of Environmental Research and Public Health AB - Introduction: The objective of this study was to assess relationships between children’s physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10–12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location- and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children’s exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children’s home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes. DA - 2019/01// PY - 2019 DO - 10.3390/ijerph16173116 DP - www.mdpi.com VL - 16 IS - 17 SP - 3116 LA - en SN - 1660-4601 ST - Critical Hours and Important Environments UR - https://www.mdpi.com/1660-4601/16/17/3116 Y2 - 2022/04/18/18:15:36 KW - GPS KW - accelerometer KW - children KW - context-specific KW - physical activity KW - spatial behavior ER - TY - JOUR TI - Exploring barriers to adoption of virtual reality through social media analytics and machine learning–an assessment of technology, network, price and trialability T2 - Journal of Business Research DA - 2019/// PY - 2019 DO - 10.1016/j.jbusres.2019.01.017 VL - 100 SP - 469 EP - 474 LA - en ER - TY - JOUR TI - Ghana government invests 500m in TVET T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Ghana signs agreement with Germany for TVET support T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Ghana TVET project voucher launched in Western Region T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Minister reiterates significance of TVET in addressing Ghana’s employment challenges T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Sudan: Sudanese Minister of Education Expresses her Support for the TVET Development of UNESCO in Sudan T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - Sudan: UNESCO Reported to the Sudanese National Assembly on the Status of the Technical and Vocational Education and Training System T3 - News DA - 2019/// PY - 2019 ER - TY - GEN TI - Towards universal health coverage:reforming the neglected district health system in Africa DA - 2019/// PY - 2019 LA - en ER - TY - JOUR TI - World: TVET Coordination Committee founded in South Sudan T3 - News DA - 2019/// PY - 2019 ER - TY - JOUR TI - TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions AU - Abdelkarim, Abbas T2 - INTERNATIONAL JOURNAL OF TRAINING RESEARCH T3 - Article; Early Access AB - While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n DA - 2019/// PY - 2019 DO - 10.1080/14480220.2019.1690737 ER - TY - JOUR TI - Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana AU - Acheampong, Phinihas AU - Gyasi, Juliana Fosua T2 - Asian Journal of Education and Training AB - The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools. DA - 2019/// PY - 2019 DO - 10.20448/journal.522.2019.51.86.92 DP - ERIC VL - 5 IS - 1 SP - 86 EP - 92 LA - en SN - 2519-5387 ST - Teacher Retention UR - https://eric.ed.gov/?id=EJ1203657 Y2 - 2021/03/07/17:59:46 KW - Administrator Attitudes KW - Disadvantaged KW - Educational Facilities KW - Faculty Development KW - Faculty Mobility KW - Foreign Countries KW - Housing KW - Incentives KW - Rural Schools KW - School Districts KW - Student Recruitment KW - Teacher Education KW - Teacher Motivation KW - Teacher Persistence KW - Teacher Salaries KW - Transportation KW - Water Quality KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda AU - Aduno, Freda DA - 2019/// PY - 2019 DP - Google Scholar ST - Connecting the Dots KW - _C:Malaysia MYS KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - EDUCAUSE Horizon Report: 2019 Higher Education Edition AU - Alexander, Bryan AU - Ashford-Rowe, Kevin AU - Barajas-Murphy, Noreen AU - Dobbin, Gregory AU - Knott, Jessica AU - McCormack, Mark AU - Pomerantz, Jeffrey AU - Seilhamer, Ryan AU - Weber, Nicole T2 - EDUCAISE DA - 2019/// PY - 2019 DP - Zotero LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Four Ways Technology Has Negatively Changed Education AU - Alhumaid, Khadija T2 - Journal of Educational and Social Research DA - 2019/// PY - 2019 DP - Google Scholar VL - 9 IS - 4 SP - 10 KW - _C:Bulgaria BGR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Iran IRN KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano AU - Ali, S.M. T2 - AJEES, African Journal of Earth and Environmental Sciences DA - 2019/// PY - 2019 VL - 1 IS - 1 SP - 311 EP - 322 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - Constructionism, ethics, and creativity: Developing primary and middle school artificial intelligence education AU - Ali, Safinah AU - Payne, Blakeley H. AU - Williams, Randi AU - Park, Hae Won AU - Breazeal, Cynthia C3 - International workshop on education in artificial intelligence k-12 (eduai’19) DA - 2019/// PY - 2019 DP - Google Scholar VL - 2 SP - 1 EP - 4 ST - Constructionism, ethics, and creativity UR - https://robots.media.mit.edu/wp-content/uploads/sites/7/2019/08/Constructionism__Ethics__and_Creativity.pdf Y2 - 2024/02/24/10:04:58 KW - ⛔ No DOI found ER - TY - CONF TI - A Review on Adopting Personalized Gamified Experience in the Learning Context AU - Aljabali, R.N. AU - Ahmad, N. AB - Gamification illustrates motivation and encouragement that can be gained by people during using gamified experience. Gamification technology has been successfully applied in several domains including health and fitness, marketing, daily activities and education. It is the strategy which uses heterogeneous game elements within nonentertainment context. As Millennial Generation students have their own needs and preferences, the necessity of having personalized learning is increased recently to boost the effectiveness of the education system. Thus, many researches have investigated how dissimilarities between students can influence their suitable game elements. Since 2010 the published studies on gamification area increased; moreover, some attempts have been made to study the personalization in the gamification model. In this paper, we conducted a review of personalization in gamified learning experience to answer two review questions. We collect, review and synthesize studies related to gamified learning and personalization published from 2010 to 2017. The review strategy included six stages to identify the articles. 13 studies were identified which discussed adopting personalization and gamified learning experience in education. The results show that the studies that apply personalization within gamified learning approach accelerated during the last 3 years. This review reveals the trends in personalization parameters used in the studies, such as student's learning style and personality type. Moreover, most studies have shown high student performance while using the personalized gamified learning experience. © 2018 IEEE. C3 - IEEE Conf. e-Learn., e-Manag. e-Serv., IC3e DA - 2019/// PY - 2019 DO - 10.1109/IC3e.2018.8632635 SP - 61 EP - 66 LA - English PB - Institute of Electrical and Electronics Engineers Inc. SN - 9781538672631 (ISBN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062842429&doi=10.1109%2fIC3e.2018.8632635&partnerID=40&md5=4604a66993bb78f218a0851a1c7aa9a7 DB - Scopus KW - E-learning KW - Education computing KW - Education systems KW - Gamification KW - Gamified learning KW - Learning approach KW - Learning experiences KW - Personalization KW - Personalizations KW - Personalized learning KW - Student performance KW - Students KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Approximating the Equilibrium Effects of Informed School Choice AU - Allende, Claudia AU - Gallego, Francisco AU - Nielson, Chistopher AB - 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. DA - 2019/// PY - 2019 DP - Zotero LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Approximating the Equilibrium Effects of Informed School Choice. AU - Allende, Claudia AU - Gallego, Francisco AU - Nielson, Christopher DA - 2019/// PY - 2019 UR - https://christopherneilson.github.io/work/documents/SchoolChoiceInfoExp.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching AU - Alonso-Martínez, Daniel AU - Jiménez-Parra, Beatriz AU - González-Álvarez, Nuria AU - Godos-Díez, José-Luis AU - Cabeza-García, Laura T2 - Sustainability DA - 2019/// PY - 2019 DO - 10.3390/su11030779 DP - Google Scholar VL - 11 IS - 3 SP - 779 KW - _C:Brazil BRA KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Switzerland CHE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Acceptabilité des technologies d'apprentissage mobile: le cas des tablettes AU - Amadieu, Franck AU - Mulet, Julie AU - Van der Linden, Jan AU - Lombard, Jordan AU - Van De Leemput, Cécile DA - 2019/// PY - 2019 DP - Google Scholar ST - Acceptabilité des technologies d'apprentissage mobile KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:France FRA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Spatial Distribution of Soil Cationic Micronutrients along Rainfall Gradient in Sorghum-Based Cropping System in Sudano Sahelian Zone of Nigeria. ISSN: 2350-0328 AU - Amin, M.A. AU - Omar, G. AU - Tudunwada, I.Y. T2 - International Journal of Advanced Research in Science, Engineering and Technology DA - 2019/// PY - 2019 VL - 6 IS - ue 1 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Measuring Human Capital. Policy Research Working Paper AU - Angrist, N. AU - Djankov, S. AU - Goldberg, P.K. AU - Patrinos, H.A. DA - 2019/// PY - 2019 M3 - Policy Research Working Paper UR - http://documents1.worldbank.org/curated/en/540801550153933986/pdf/Measuring-Human-Capital.pdf ER - TY - RPRT TI - The Skills Balancing Act in Sub-Saharan Africa AU - Arias, Omar AU - Evans, David K AU - Santos, Indhira DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Bank UR - http://documents.worldbank.org/curated/en/558991560840574354/pdf/The-Skills-Balancing-Act-in-Sub-Saharan-Africa-Investing-in-Skills-for-Productivity-Inclusivity-and-Adaptability.pdf ER - TY - BOOK TI - The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability AU - Arias, Omar AU - Evans, David K. AU - Santos, Indhira DA - 2019/// PY - 2019 DP - Google Scholar PB - World Bank Publications ST - The skills balancing act in Sub-Saharan Africa UR - https://policycommons.net/artifacts/1286108/the-skills-balancing-act-in-sub-saharan-africa/1883972/ Y2 - 2024/02/29/16:30:20 KW - Final_citation ER - TY - JOUR TI - Towards a regional strategy for resolving the human resources for health challenges in Africa AU - Asamani, J.A. AU - Akogun, Oladele B AU - J., Nyoni AU - A., Ahmat AU - J., Nabyonga-Orem AU - Tumuslime, P. T2 - BMJ Global Health DA - 2019/// PY - 2019 DO - 10.1136/bmjgh-2019-001533 VL - 2019;4:e001533 LA - en ER - TY - JOUR TI - Bridging the chasm - study of the realities of edtech use among trainee teachers AU - Atherton, Pete T2 - Teacher Education Advancement Network Journal DA - 2019/// PY - 2019 VL - 11 IS - 4 SP - 80 EP - 95 SN - 2054-5266 KW - Stefanie KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers' Adoption of Open Educational Resources in Higher Education. AU - Baas, Marjon AU - Admiraal, Wilfried AU - van den Berg, Ellen T2 - Journal of Interactive Media in Education DA - 2019/// PY - 2019 DO - 10.5334/jime.510 DP - Google Scholar VL - 2019 IS - 1 KW - _C:Netherlands NLD KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania AU - Bagui, Laban AU - Mwapwele, Samwel Dick T2 - The African Journal of Information Systems DA - 2019/// PY - 2019 DP - Google Scholar VL - 11 IS - 2 SP - 1 ST - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices KW - HDR25 KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cameroon CMR KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Preparing teacher education students to integrate mobile learning into elementary education AU - Bai, Hua T2 - TechTrends AB - The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues. DA - 2019/11// PY - 2019 DO - 10.1007/s11528-019-00424-z DP - DOI.org (Crossref) VL - 63 IS - 6 SP - 723 EP - 733 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education Y2 - 2021/06/10/18:05:48 ER - TY - JOUR TI - When the Money Runs Out: Do Cash Transfers Have Sustained Effects on Human Capital Accumulation? AU - Baird, Sarah AU - McIntosh, Craig AU - Özler, Berk T2 - Journal of Development Economics DA - 2019/// PY - 2019 DO - 10.1016/j.jdeveco.2019.04.004 VL - 140 SP - 169 EP - 185 UR - https://escholarship.org/content/qt2rd3f9jv/qt2rd3f9jv.pdf ER - TY - JOUR TI - Evaluation of a ViolencePrevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. AU - Baker-Henningham, Helen AU - Scott, Yakeisha AU - Bowers, Marsha AU - Francis, Taja T2 - International Journal of Environmental Research and Public Health DA - 2019/// PY - 2019 DO - 10.3390/ijerph16152797 SP - 2797 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6696405/ ER - TY - JOUR TI - Reimagining digital literacies from a feminist perspective in a postcolonial context AU - Bali, Maha T2 - Media and Communication DA - 2019/// PY - 2019 DO - 10.17645/mac.v7i2.1935 DP - Google Scholar VL - 7 IS - 2 SP - 69 EP - 81 ER - TY - JOUR TI - Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi T2 - American Economic Journal: Applied Economics DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language AU - Banja, Madalitso K. AU - Mulenga, Innocent Mutale T2 - Makerere Journal of Higher Education DA - 2019/// PY - 2019 DO - 10.4314/majohe.v10i2.13 DP - Google Scholar VL - 10 IS - 2 SP - 171 EP - 190 UR - https://www.ajol.info/index.php/majohe/article/view/188674 Y2 - 2023/12/06/15:21:48 ER - TY - BOOK TI - Ending Learning Poverty: What Will It Take? AU - Bank, World CY - Washington, DC DA - 2019/// PY - 2019 PB - World Bank UR - https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf ER - TY - JOUR TI - Enablers of work-integrated learning in technical vocational education and training teacher education AU - Batholmeus, Petrina AU - Pop, Carver T2 - International Journal of Work-Integrated Learning T3 - Journal AB - © 2019 International Journal of Work-Integrated Learning. All rights reserved. The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community. DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - EdTech testbeds: Models for improving evidence AU - Batty, Richard DA - 2019/// PY - 2019 DP - Zotero SP - 44 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech testbeds: Models for improving evidence AU - Batty, Richard AU - Wong, Andrea AU - Florescu, Ana AU - Sharples, Mike DA - 2019/// PY - 2019 DP - Zotero SP - 44 LA - en UR - https://www.science-practice.com/teams/good-problems/projects/edtech-testbeds/edtech-testbeds-report.pdf KW - Carmen ER - TY - JOUR TI - Eye tracking methodology for studying teacher learning: A review of the research AU - Beach, Pamela AU - McConnel, Jen T2 - International Journal of Research & Method in Education DA - 2019/// PY - 2019 DO - 10.1080/1743727X.2018.1496415 DP - Google Scholar VL - 42 IS - 5 SP - 485 EP - 501 ST - Eye tracking methodology for studying teacher learning ER - TY - JOUR TI - Mobile learning and the outdoors AU - BEAUCHAMP, GARY AU - YOUNG, NICK AU - PRICE, RUBY T2 - Early Learning in the Digital Age DA - 2019/// PY - 2019 DO - 10.4135/9781526463173.n14 DP - Google Scholar SP - 196 KW - __C:filed:1 ER - TY - JOUR TI - Pupil absenteeism, measurement, and menstruation: Evidence from western Kenya AU - Benshaul-Tolonen, Anja AU - Garazi, Zulaika AU - Nyothach, Elizabeth AU - Oduor, Clifford AU - Mason, Linda AU - Obor, David AU - Alexander, Kelly T. AU - Laserson, Kayla F. AU - Phillips-Howard, Penelope A. T2 - CDEP-CGEG WP DA - 2019/// PY - 2019 DP - Google Scholar VL - 74 ST - Pupil absenteeism, measurement, and menstruation KW - ⛔ No DOI found ER - TY - JOUR TI - Research commentarydata-driven computationally intensive theory development AU - Berente, N. AU - Seidel, S AU - Safadi, H. T2 - Information Systems Research DA - 2019/// PY - 2019 DO - 10.1287/isre.2018.0774 VL - 30 IS - 1 SP - 50 EP - 64 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Hincapie, Diana AU - Méndez, Carolina AU - Paredes, Diana DA - 2019/10// PY - 2019 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Teachers' Preferences for Proximity and the Implications for Staffing Schools UR - https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru Y2 - 2022/01/26/14:01:07 KW - C:Peru KW - _C:Peru PER ER - TY - JOUR TI - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares: revisão sistemática AU - Biazus, Graziela Ferreira AU - Rieder, Carlos Roberto Mello T2 - Revista Educação Especial DA - 2019/// PY - 2019 DO - 10.5902/1984686X33317 DP - Google Scholar VL - 32 SP - 69 EP - 1 ST - Uso da tecnologia assistiva na educação inclusiva no processo de alfabetização de escolares KW - _C:Austria AUT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Continuous professional learning in private higher education: Making a case for distributed leadership AU - Bitzer, E. M. AU - Cronje, F. T2 - South African Journal of Higher Education DA - 2019/// PY - 2019 VL - 33 IS - 2 SP - 52 EP - 68 KW - ⛔ No DOI found ER - TY - CONF TI - Geo-Referenced Infrastructure and Demographic Data for Development AU - Blair-Freese, Io T2 - 2019 IEEE Global Humanitarian Technology Conference (GHTC) C1 - Seattle, WA, USA C3 - 2019 IEEE Global Humanitarian Technology Conference (GHTC) DA - 2019/10// PY - 2019 DO - 10.1109/GHTC46095.2019.9033027 DP - DOI.org (Crossref) SP - 1 EP - 1 LA - en PB - IEEE SN - 978-1-72811-780-5 UR - https://ieeexplore.ieee.org/document/9033027/ Y2 - 2021/03/18/19:11:27 ER - TY - RPRT TI - Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit AU - BMBF T2 - Drucksache DA - 2019/// PY - 2019 DP - Zotero LA - de PB - Bundesministerium für Bildung und Forschung UR - https://www.bmbf.de/files/137_19_Strategie_Bundesregierung.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:de KW - publicImportV1 ER - TY - RPRT TI - Strategie zur gezielten Gewinnung von Fachkräften aus Drittstaaten AU - BMWi – Bundesministerium für Wirtschaft und Energie CY - Berlin DA - 2019/// PY - 2019 DP - Zotero SP - 26 LA - de ER - TY - CONF TI - wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research AU - Boell, SK AU - Wang, B C1 - WW Huang, JK Lee C3 - Proceedings of the Pacific Asia conference on information systems (eds KK Wei DA - 2019/// PY - 2019 LA - en KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - CONF TI - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab: Improving Learning Experience of Primary School Students. AU - Bogusevschi, Diana AU - Muntean, Gabriel-Miro C3 - CSEDU (1) DA - 2019/// PY - 2019 DP - Google Scholar SP - 304 EP - 309 ST - Water Cycle in Nature-An Innovative Virtual Reality and Virtual Lab KW - _C:Dominican Republic DOM KW - _C:Greece GRC KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Slovakia SVK KW - _C:Spain ESP KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response AU - Bonzet, Rene AU - Frick, Beatrice Liezel T2 - EDUCATION AS CHANGE T3 - Journal AB - Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.\n DA - 2019/// PY - 2019 DO - 10.25159/1947-9417/3521 ER - TY - THES TI - Developing a Rubric to Assess 3rd-5th Grade Student Understanding of Science Concepts via Screencast Models AU - Boughey, Sarah AB - The purpose of this project was to develop a rubric to assess third through fifth grade students’ scientific understanding through NGSS modeling created via screencasts. Scientific modeling can better capture student understanding through screencasts because it shows student thinking through drawing, labeling, writing, and explaining verbally in recordings. It is easier for young children and English leaners to express their thinking by talking than by writing. This project utilized research on science rubric creation, and NGSS modeling to help develop a rubric. Expert reviewer feedback was utilized to revise the rubric into its final version. CY - United States -- California DA - 2019/// PY - 2019 DP - ProQuest SP - 67 LA - English M3 - M.S. PB - California State University, Long Beach UR - https://search.proquest.com/docview/2269356320/abstract/8066445A03524543PQ/1 Y2 - 2020/08/12/10:37:45 KW - Models KW - Rubric KW - Screencast KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - MGZN TI - Feminist Standpoint Theory AU - Bowell, Tracy T2 - Internet Encyclopedia of Philosophy DA - 2019/// PY - 2019 SN - ISSN 2161-0002 UR - https://www.iep.utm.edu/fem-stan/#SH7a Y2 - 2019/07/02/09:17:54 ER - TY - CONF TI - Mobile literacy among Syrian refugee women teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] C3 - CALL and complexity – short papers from EUROCALL 2019 DA - 2019/// PY - 2019 DO - 10.14705/rpnet.2019.38.986 SP - 57 EP - 62 LA - English PB - Research-publishing.net UR - https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986 AN - 2396830966; ED600884 KW - Career Development KW - Cross Cultural Studies KW - ERIC, Resources in Education (RIE) KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Lebanon KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Sweden KW - Syria KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095768 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Teacher agency in professional learning communities AU - Brodie, Karin T2 - Professional development in education DA - 2019/// PY - 2019 DO - 10.1080/19415257.2019.1689523 SP - 1 EP - 14 ER - TY - JOUR TI - Der Flipped Classroom als Motor für Open Educational Resources? AU - Buchner, Josef AU - Höfler, Elke T2 - MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung DA - 2019/// PY - 2019 DO - 10.21240/mpaed/34/2020.01.24.X DP - Google Scholar VL - 34 SP - 67 EP - 88 KW - _C:Austria AUT KW - _C:South Africa ZAF KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The landscape of research on learning in low-tech environments AU - Campana, Kathleen AU - Agarwal, Naresh Kumar T2 - Information and Learning Sciences DA - 2019/// PY - 2019 DO - 10.1108/ILS-10-2019-0103 DP - Google Scholar KW - __C:filed:1 ER - TY - THES TI - Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University AU - Cele, Siyabonga Alpheos DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Design archaeology: Generating design knowledge from real-world artifact design AU - Chandra Kruse, L AU - Seidel, S AU - Brocke, J C1 - Worcester, MA, USA C3 - Proceedings of the International Conference on Design Science Research in Information Systems and Technology DA - 2019/// PY - 2019 SP - 32 EP - 45 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Visual learning analytics to support classroom discourse analysis for teacher professional learning and development AU - Chen, Gaowei T2 - The Routledge International Handbook of Research on Dialogic Education DA - 2019/// PY - 2019 DO - 10.4324/9780429441677-15 DP - Google Scholar KW - __C:filed:1 ER - TY - JOUR TI - Applying the flipped classroom instructional model to rural online tutoring program in upper elementary mathematics AU - Chen, Q. AU - Kao, T.-C. T2 - Contemporary Educational Research Quarterly AB - 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. DA - 2019/// PY - 2019 DO - 10.6151/CERQ.201906_27(2).0001 VL - 27 IS - 2 SP - 1 EP - 37 J2 - Contemp. Educ. Res. Q. LA - English; Chinese SN - 18144810 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081669374&doi=10.6151%2fCERQ.201906_27%282%29.0001&partnerID=40&md5=1277386e12e6f5131f65e92008a4ff1a DB - Scopus KW - Flipped classroom instructional model KW - On-line tutoring KW - Remedial instruction KW - Upper elementary mathematics KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Improvement needs of Nigerian technical college teachers in teaching vocational and technical subjects AU - Chinonso Okolie, Ugochukwu AU - Nwonu Elom, Elisha AU - Uchechukwu Osuji, Catherine AU - Agu Igwe, Paul T2 - International Journal of Training Research T3 - Journal AB - © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study examined key areas in which Nigerian technical college teachers need improvements to effectively teach vocational and technical subjects to foster skills acquisition and improve the quality of graduates. The study was conducted in nine technical colleges in the south-eastern region of Nigeria. It adopted a mixed methods approach and data were collected through a structured questionnaire administered to 87 teachers and two focus groups with 14 of the teachers. The quantitative data were analysed using simple percentages, while the qualitative data were analysed thematically. Patterns of responses among respondents suggested that technical teachers need improvements in instructional planning, workshop management, student management, facilities and equipment management for effective teaching of vocational and technical subjects, and for improved learners’ experience to acquire relevant skills to be either paid or self-employed. DA - 2019/// PY - 2019 DO - 10.1080/14480220.2019.1602207 ER - TY - JOUR TI - The use of AI chatbot as an assistant tool for SW education AU - Choi, Seo-Won AU - Nam, Jae-Hyun T2 - Journal of the Korea Institute of Information and Communication Engineering DA - 2019/// PY - 2019 DP - Google Scholar VL - 23 IS - 12 SP - 1693 EP - 1699 KW - ⛔ No DOI found ER - TY - RPRT TI - Maximizing the Shared Benefits of Legal Migration Pathways: Lessons from Germany’s Skills Partnerships AU - Clemens, Michael AU - Dempster, Helen AU - Gough, Kate AB - Germany is one country piloting and implementing projects that can help alleviate such demographic pressures and maximize the potential mutual benefits of legal labor migration. DA - 2019/// PY - 2019 LA - en ST - Maximizing the Shared Benefits of Legal Migration Pathways UR - https://www.cgdev.org/publication/maximizing-shared-benefits-legal-migration-pathways Y2 - 2022/05/03/13:18:57 ER - TY - RPRT TI - Great Teaching Toolkit: Evidence Review AU - Coe, Rob AU - Rauch, C.J. AU - Kime, Stuart AU - Singleton, Dan DA - 2019/// PY - 2019 PB - Evidence Based Education UR - https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf Y2 - 2020/08/11/15:20:31 KW - C:England/International ER - TY - JOUR TI - Adapting a compilation of implementation strategies to advance school-based implementation research and practice AU - Cook, Clayton R. AU - Lyon, Aaron R. AU - Locke, Jill AU - Waltz, Thomas AU - Powell, Byron J. T2 - Prevention Science DA - 2019/// PY - 2019 DO - 10.1007/s11121-019-01017-1 DP - Google Scholar VL - 20 IS - 6 SP - 914 EP - 935 ER - TY - JOUR TI - Effects of school reform factors on students’ acceptance of technology AU - Corredor, Javier AU - Olarte, Fredy Andres T2 - Journal of Educational Change DA - 2019/// PY - 2019 DO - 10.1007/s10833-019-09350-6 DP - Google Scholar VL - 20 IS - 4 SP - 447 EP - 468 KW - __C:filed:1 ER - TY - CONF TI - Innovative delivery of education in Bangladesh using mobile technology AU - Cristol, Dean AU - Al-Sabbagh, Samah AU - Abdulbaki, Anwar AU - Majareh, Maryam AU - Tuhin, Salah Uddin AU - Gimbert, Belinda C3 - World Conference on Mobile and Contextual Learning DA - 2019/// PY - 2019 DP - Google Scholar SP - 37 EP - 45 KW - ⛔ No DOI found ER - TY - RPRT TI - Meeting the data challenge in education: a knowledge and innovation exchange AU - Crouch, Luis AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment. DA - 2019/// PY - 2019 DP - www.globalpartnership.org LA - en PB - Global Partnership for Education UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper Y2 - 2020/08/06/13:49:16 KW - ___working_potential_duplicate ER - TY - JOUR TI - Creating the golden triangle of evidence-informed education technology with EDUCATE AU - Cukurova, Mutlu AU - Luckin, Rosemary AU - Clark-Wilson, Alison T2 - British Journal of Educational Technology AB - EDUCATE is a London-based programme that supports the development of research-informed educational technology (EdTech), allowing entrepreneurs and start-ups to create their products and services, and simultaneously grow their companies in a more evidence-informed manner. The programme partners businesses with researchers who mentor, guide and support this research journey, a key aspect of which is the evaluation of the company’s EdTech product or service. However, conducting impact evaluations of technology in education is challenging, particularly for early stage technologies, as rapid cycles of innovation and change are part of their essence. Here, we present the pragmatic approach to evidence-informed education technology design and impact evaluation, as developed and adopted by the EDUCATE programme. The research process is shaped by the core principles of evidence-informed decision making detailed in the paper. The contributions of the paper are threefold. First, it defines and details an academia-industry-education collaboration model centred on a research training programme. Second, it presents emerging impact results of the programme. Third, it provides clear reflections on the challenges encountered during the implementation of the model in the EdTech ecosystem of London, which should be addressed if we are to move towards evidence-informed EdTech globally. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12727 DP - Wiley Online Library VL - 50 IS - 2 SP - 490 EP - 504 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12727 Y2 - 2021/09/17/11:27:26 KW - Stefanie ER - TY - RPRT TI - Additional Materials AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Project Teacher Professional Development PB - Save the Children, Open Development & Education SN - 100 UR - https://docs.opendeved.net/lib/YU8XCUQ9 KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:v ER - TY - RPRT TI - Module 4: Code of Conduct (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Project Teacher Professional Development PB - Save the Children, Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/SA3FSUTU KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:s ER - TY - RPRT TI - Module 5: Girls’ Education (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Teacher Professional Development PB - Save the Children, Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/JFNZD9DC KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:t ER - TY - RPRT TI - Module 6: Conflict Sensitive Education (For Master Trainers and Trainers) AU - D’Angelo, Sophia AU - Haßler, Björn CY - London, UK DA - 2019/// PY - 2019 M3 - Teacher Professional Development PB - Save the Children, Open Development & Education SN - 6 UR - https://docs.opendeved.net/lib/SGZJVBSV KW - Author:OpenDevEd KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:u ER - TY - CONF TI - UNESCO’s Contributions to the Development of Education in Latin American Countries: Brazil and Bolivia AU - da Costa Santos, Johnatan AU - Quiroga, Maria Luisa Claure C3 - 2nd International Conference on Education Science and Social Development (ESSD 2019) DA - 2019/// PY - 2019 DP - Google Scholar PB - Atlantis Press ST - UNESCO’s Contributions to the Development of Education in Latin American Countries KW - ⛔ No DOI found ER - TY - JOUR TI - Social support networks, instant messaging, and gender equity in refugee education AU - Dahya, Negin AU - Dryden-Peterson, Sarah AU - Douhaibi, Dacia AU - Arvisais, Olivier T2 - Information, Communication & Society DA - 2019/// PY - 2019 DO - 10.1080/1369118X.2019.1575447 VL - 22 IS - 6 SP - 774 EP - 790 ER - TY - CONF TI - Sharing open deep learning models AU - Dalgali, A AU - Crowston, K C1 - Grand Wailea, Hawaii, USA C3 - Proceedings of the hawaii international conference on system sciences DA - 2019/// PY - 2019 DO - 10.24251/HICSS.2019.256 LA - en ER - TY - JOUR TI - A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa AU - Damons, Deonita AU - Cape Peninsula University of Technology, South Africa AU - le Grange, Jason J AU - Mason, Roger B AU - Louw, Steven W A2 - Damons, Deonita; Cape Peninsula University of Technology, South Africa T3 - Journal Article AB - South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable. DA - 2019/// PY - 2019 DO - 10.1080/18146627.2016.1224588 ER - TY - JOUR TI - Pupil Learning with Digital Tablet in Classroom AU - Dauphin, Anyck T2 - Journal of Economics and Economic Education Research DA - 2019/// PY - 2019 DP - Google Scholar VL - 20 IS - 4 SP - 1 EP - 19 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina. AU - de Hoyos AU - Rafael, Alejandro Ganimian AU - Holland, Peter T2 - World Bank Economic Review DA - 2019/// PY - 2019 UR - https://doi.org/10.1093/wber/lhz026 ER - TY - JOUR TI - Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia AU - Deresse Mersha Lakew AU - Mohammed Getahun Musa T2 - Business, Management and Education AB - Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia. DA - 2019/// PY - 2019 DO - 10.3846/bme.2019.6921 ER - TY - JOUR TI - DFID ethical guidance for research, evaluation and monitoring activities AU - DFID DA - 2019/// PY - 2019 DP - Zotero SP - 33 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - DFID Ethical guidance for research evaluation and monitoring activities [interactive version] AU - DFID DA - 2019/// PY - 2019 DP - Zotero SP - 78 LA - en ER - TY - RPRT TI - SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs AU - Dial DA - 2019/// PY - 2019 UR - https://www.itu.int/dms_pub/itu-d/opb/str/D-STR-DIGITAL.02-2019-PDF-E.pdf Y2 - 2022/12/15/22:11:12 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Guide to the Dimensions Data Approach AU - Dimensions Resources AB - Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place.Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level.
Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level.
Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern.
The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.
DA - 2018/08/01/ PY - 2018 DO - 10.1136/bmjgh-2018-000875 DP - gh.bmj.com VL - 3 IS - 4 SP - e000875 LA - en SN - 2059-7908 UR - https://gh.bmj.com/content/3/4/e000875 Y2 - 2021/03/18/19:09:19 ER - TY - CHAP TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung AU - Lauterbach, Uwe T2 - Handbuch Berufsbildungsforschung A2 - Rauner, Felix A2 - Grollmann, Philipp AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 52 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2022/12/16/17:17:00 KW - Evaluation KW - Final_citation KW - Implementation KW - Literacy KW - National KW - Reading KW - Reform KW - Systems KW - cited KW - existing ER - TY - BOOK TI - Handbuch Berufsbildungsforschung AU - Rauner, Felix AU - Grollmann, Philipp AB - Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden CY - Bielefeld DA - 2018/08/01/ PY - 2018 DP - Amazon ET - 3. aktual. u. erw. SP - 1135 LA - Deutsch PB - UTB SN - 978-3-8252-5078-2 ER - TY - CONF TI - Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 AU - Golding J. T2 - AFRICME5 C1 - Aga Khan University, Dar es Salaam, Tanzania DA - 2018/08// PY - 2018 SP - 173 EP - 177 UR - https://www.aku.edu/events/africme/Documents/AFRICME%205%20Proceedings.pdf ER - TY - RPRT TI - Teacher Professional Development around the World: The Gap between Evidence and Practice AU - Popova, Anna AU - Evans, David K. AU - Breeding, Mary E. AU - Arancibia, Violeta DA - 2018/08// PY - 2018 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Teacher Professional Development around the World UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572 Y2 - 2020/05/15/11:43:26 KW - C:Low- and middle-income countries KW - STC-TLC KW - __C:filed:1 KW - _genre:LR-literature_review ER - TY - JOUR TI - The Systems Approach to Child Protection AU - Joynes, Chris AU - Mattingly, Jacqui AB - This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening. DA - 2018/07/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14222 Y2 - 2022/12/18/18:16:40 KW - ⛔ No DOI found ER - TY - JOUR TI - Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? AU - Moir, Taryn T2 - Frontiers in Education AB - The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change. DA - 2018/07/25/ PY - 2018 DO - 10.3389/feduc.2018.00061 DP - DOI.org (Crossref) VL - 3 SP - 61 J2 - Front. Educ. LA - en SN - 2504-284X UR - https://www.frontiersin.org/article/10.3389/feduc.2018.00061/full Y2 - 2022/09/26/12:43:23 ER - TY - ELEC TI - Girls' Education in Dominica AU - Ventura, Joseph T2 - The Borgen Project AB - Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country. DA - 2018/07/24/T08:30:49+00:00 PY - 2018 LA - English UR - https://borgenproject.org/girls-education-in-dominica/ Y2 - 2020/12/09/13:14:25 ER - TY - JOUR TI - The Influence of The Transformational Leadership and Work Motivation on Teachers Performance AU - Andriani, Septi AU - Kesumawati, Nila AU - Kristiawan, Muhammad T2 - International Journal of Scientific & Technology Research AB - This study aimed at determing the effect of transformational leadership and work motivation on teachers performance. This research used quantitative method with correlational research type. The research population were 790 teachers of SMK Negeri in Palembang. The sample of research were 193 teachers. Sampling technique in this research was cluster sampling (area sampling). Data collection technique was questionnaires. Data were analyzed using correlation and multiple regression analysis technique. The results showed that (1) transformational leadership has a positive and significant effect on the teachers performance SMK Negeri in Palembang; (2) work motivation has a positive and significant effect on the teachers performance of SMK Negeri in Palembang; and (3) transformational leadership and work motivation have a positive and significant influence on the teachers performance of SMK Negeri in Palembang. DA - 2018/07/20/ PY - 2018 DP - ResearchGate VL - 7 SP - 19 EP - 29 J2 - International Journal of Scientific & Technology Research KW - ⛔ No DOI found ER - TY - JOUR TI - Legislation and Policy Addressing Inequality and Redistribution in Rwanda AU - Orrnert, Anna AB - This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality. DA - 2018/07/20/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14188 Y2 - 2022/12/18/18:15:40 KW - ⛔ No DOI found ER - TY - JOUR TI - Evidence on Inequalities in Rwanda AU - Orrnert, Anna AB - This review identifies and reviews the evidence on inequalities in Rwanda. Undertaken in six days, it draws primarily on national Rwandan datasets and smaller-scale case studies from academic research. This study focuses primarily on quantitative datasets and sources, supplemented by some qualitative research. A related report by Carter (2018) which examines the relationship between inequality, exclusion and poverty in Rwanda, also provides insights from key qualitative studies.The body of evidence around inequality in Rwanda is mixed, both in terms of scope and coverage and quality. It is also characterised by competing narratives about whether or not inequality is declining or not (Behuria and Goodfellow 2016: 3). This reflects, in part, the inherently complex nature of inequality, how it is measured, and different approaches to gathering data. Key findings of the review include: there is limited body of disaggregated data on inequalities in Rwanda (Dawson 2018); commonly used standard indicators to measure poverty and inequality don’t always resonate with experiences of poverty and wellbeing of local communities (including women and historically marginalised people), particularly in rural areas (Dawson 2018); inequality measured by access to basic services such as health, education, water, sanitation and electricity shows improvements over the past two decades; enrolment in primary and secondary education has grown and gender gaps narrowed – in some cases, girls’ enrolment is higher than boys; inequalities in access to the labour market were also identified, with variation across contexts; and other factors that affect economic empowerment include distribution of land and financial assets. This study also identified evidence gap in the need for more detailed disaggregated data and for research that takes into account the heterogeneity of the Rwandan poor, in order to better understand rural poverty and inequality (Ansoms and McKay 2010). DA - 2018/07/10/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14187 Y2 - 2022/12/18/18:14:34 KW - ⛔ No DOI found ER - TY - JOUR TI - Linkages Between Poverty, Inequality and Exclusion in Rwanda AU - Carter, Becky AB - This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016). DA - 2018/07/09/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14189 Y2 - 2022/12/18/18:15:49 KW - ⛔ No DOI found ER - TY - JOUR TI - Economic and Gendered Impacts of the Healthcare Workforce AU - Browne, Evie AB - There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential. DA - 2018/07/06/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13951 Y2 - 2022/12/18/18:13:44 KW - ⛔ No DOI found ER - TY - RPRT TI - WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application AU - Haßler, Björn CY - Cambridge, UK DA - 2018/07// PY - 2018 PB - Open Development & Education KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - _yl:e ER - TY - BOOK TI - The Design Thinking Playbook: Mindful Digital Transformation of Teams, Products, Services, Businesses and Ecosystems AU - Lewrick, Michael AU - Link, Patrick AU - Leifer, Larry CY - Hoboken DA - 2018/06/29/ PY - 2018 DP - Amazon ET - 1st edition SP - 352 LA - English PB - Wiley SN - 978-1-119-46747-2 ST - The Design Thinking Playbook ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Research Capacity Development AU - Trotter, Henry AU - Hodgkinson-Williams, Cheryl AU - Willmers, Michelle AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams based at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these aspects in their operational strategies. This chapter focuses on the research capacity development activities undertaken in the ROER4D project, which were seen as crucial in terms of addressing the project objectives of building an empirical knowledge base on the use and impact of open educational resources (OER) in the Global South, developing the research capacity of Global South OER researchers and building a network of Global South OER scholars. It outlines the rationale behind and implementation of four central aspects of the research capacity development process, namely: research question harmonisation, concept clarification, developmental editing and open research approaches (incorporating open data). Key insights gained in conducting research capacity development activities amongst participating researchers have led the UCT Network Hub to recommend a research capacity development model which has a cohesive trajectory from conceptualisation to conducting research and, ultimately, publishing and profiling the findings of that work. DA - 2018/06/27/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221331 Y2 - 2018/07/19/14:44:27 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Global South KW - OER KW - Open Educational Resources KW - ROER4D KW - concept clarification KW - developmental editing KW - eCubed KW - question harmonisation KW - research capacity development ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Communication AU - Walji, Sukaina AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by central Network Hub teams based at the University of Cape Town and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity development, and curation and dissemination. It is hoped that these chapters will be of practical use to other research projects attempting to integrate any of these functions in their operational strategy. The chapter charts the experience of the ROER4D Communications Advisor in developing a research communication strategy for the project. It provides a short overview of the research communication field in order to give context and background to some of the field’s key debates and considerations, with attention given to the specific field of development research communication. Following this, it describes the evolution of the ROER4D research communication strategy. DA - 2018/06/22/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221329 Y2 - 2018/07/19/14:44:49 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - global south KW - oer KW - open educational resources KW - open research KW - research communication KW - roer4d KW - utilization-focused evaluation ER - TY - BLOG TI - DFID rated “very good”, FCO “poor”, in aid transparency index AU - Bond AB - While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind. DA - 2018/06/19/T11:31+01:00 PY - 2018 LA - en M3 - Text UR - https://www.bond.org.uk/news/2018/06/dfid-rated-very-good-fco-poor-in-aid-transparency-index Y2 - 2020/06/22/13:31:23 ER - TY - JOUR TI - Individual difference in thermal comfort: A literature review AU - Wang, Zhe AU - de Dear, Richard AU - Luo, Maohui AU - Lin, Borong AU - He, Yingdong AU - Ghahramani, Ali AU - Zhu, Yingxin T2 - Building and Environment AB - Human individual differences widely and markedly affect thermal comfort and should be carefully considered in the design and operation of the built environment. This paper aims to list and examine the magnitude and significance of individual difference in the preferred/neutral/comfort temperature through reviewing previous climate chamber and field studies. Causal factors for individual differences are investigated, including sex, age and etc. There is no clear and consistent conclusions as to the significance and size of inter-group differences in thermal comfort (between females and males, or the young and the old). To address the issue of individual difference, a paradigm shift from centralized to personalized air condition is on the way with the following three steps: first, collecting individual physiological and psychological response; second, predict individual comfort with machine learning algorithms; and third, accommodating individual difference with Personalized Comfort Systems. DA - 2018/06/15/ PY - 2018 DO - 10.1016/j.buildenv.2018.04.040 DP - ScienceDirect VL - 138 SP - 181 EP - 193 J2 - Building and Environment LA - en SN - 0360-1323 ST - Individual difference in thermal comfort UR - https://www.sciencedirect.com/science/article/pii/S0360132318302518 Y2 - 2022/06/03/08:46:20 KW - Comfort temperature KW - Individual comfort model KW - Individual difference KW - Personal comfort systems ER - TY - CHAP TI - Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us AU - Bernard, Robert AU - Borokhovski, Eugene AU - Schmid, Richard AU - Tamim, Rana T2 - Learning, design, and technology DA - 2018/06/14/ PY - 2018 DP - ResearchGate SP - 1 EP - 25 SN - 978-3-319-17727-4 ST - Gauging the Effectiveness of Educational Technology Integration in Education UR - https://www.researchgate.net/profile/Robert-Bernard-2/publication/325570531_Gauging_the_Effectiveness_of_Educational_Technology_Integration_in_Education_What_the_Best-Quality_Meta-Analyses_Tell_Us/links/5b1adc2c45851587f29d2a49/Gauging-the-Effectiveness-of-Educational-Technology-Integration-in-Education-What-the-Best-Quality-Meta-Analyses-Tell-Us.pdf KW - Final_citation KW - anystyle KW - existing ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Evaluation AU - Goodier, Sarah AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the evaluation activity which took place within the ROER4D project. Using a Utilization-Focused Evaluation (UFE) framework as a scaffold, it outlines and reflects on what evaluation activity was undertaken in the ROER4D project against the 12-step UFE process, why this was done and what was learned from the process. It also offers recommendations for other Global South, large-scale networked projects that may wish to implement an internal, use-focused evaluation process. DA - 2018/06/12/ PY - 2018 DP - Research on Open Educational Resources for Development project LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221325 Y2 - 2018/07/19/14:44:48 KW - Adoption and Impact of OER in the Global South KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Evaluation KW - Global South KW - OEP KW - OER KW - Open Educational Resources KW - Utilization-Focused Evaluation KW - eCubed ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Networking AU - Goodier, Sarah AU - Hodgkinson-Williams, Cheryl AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the networking activities conducted within the ROER4D project. It explores the concept of networking in the ROER4D project context, outlines the project approach towards visualising and analysing the project network, identifies useful tools for network visualisation and offers insights into lessons learned. Overall, it highlights the value of positioning the networking function as a specific project objective in order to better engage current and prospective researchers, educators, publishers, other research projects, advocates and policy-makers. DA - 2018/06/12/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221323 Y2 - 2018/07/19/14:44:49 KW - Adoption and Impact of OER in the Global South KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Global South KW - Networking KW - OEP KW - OER KW - Open Educational Resources KW - eCubed ER - TY - RPRT TI - ROER4D Project Activity Toolkit - Curation and dissemination AU - Willmers, Michelle AU - King, Thomas AB - The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination (C&D). It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these activities in their operational strategies. While it has a particularly close link to the project’s research capacity building and communications functions, the processes entailed in C&D activity pertained to and supported all aspects of project activity in that they were designed to facilitate the secure storage and findability of content (both internally and externally) and promote collaboration. This document outlines the project’s strategic approach in terms of positioning itself as publisher in the context of an open research framework. It highlights the workflows and processes associated with two key aspects of its C&D activity: publication of a peer-reviewed edited volume and the project’s open data initiative. DA - 2018/06/12/ PY - 2018 DP - Zenodo LA - eng PB - Research on Open Educational Resources for Development project UR - https://zenodo.org/record/1221327 Y2 - 2018/07/19/14:44:50 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - Global South KW - ROER4D KW - curation KW - dissemination KW - eCubed KW - open licensing ER - TY - ELEC TI - The future of work: Switzerland’s digital opportunity AU - Bughin, Jacques AU - Ziegler, Marco AU - Mischke, Jan AU - Wenger, Felix AU - Reich, Angelika AU - Läubli, Daniel AU - Schmidt, Minna T2 - McKinsey DA - 2018/06/10/ PY - 2018 UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity Y2 - 2024/01/12/00:00:00 ER - TY - CONF TI - Machine learning vs. Rules and out-of-the-box vs. retrained AU - Tkaczyk, D. AU - Collins, A. AU - Sheridan, P. C1 - Fort Worth, Texas, USA C3 - Proceedings of the ACM/IEEE on Joint Conference on Digital Libraries DA - 2018/06/03/7 PY - 2018 LA - en ER - TY - JOUR TI - Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis AU - Basma, Badriah AU - Savage, Robert T2 - Educational Psychology Review AB - This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement. DA - 2018/06/01/ PY - 2018 DO - 10.1007/s10648-017-9416-4 DP - Springer Link VL - 30 IS - 2 SP - 457 EP - 481 J2 - Educ Psychol Rev LA - en SN - 1573-336X ST - Teacher Professional Development and Student Literacy Growth UR - https://doi.org/10.1007/s10648-017-9416-4 Y2 - 2020/08/26/14:04:35 KW - C: International ER - TY - JOUR TI - Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina T2 - Economics of Education Review DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 VL - 64 SP - 214 EP - 250 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Through the looking glass KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme AU - Chinedu C.C. AU - Wan Mohamed W.A. AU - Ajah A.O. T2 - Journal of Technical Education and Training AB - As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal, teachers in Technical and Vocational Education (TVE) have a crucial to play as they will be responsible for the training of workers and developing their skills and capacities for work necessary to improving societal well-being and community development. The challenge is that technical and vocational teachers are not being trained to develop capabilities for Sustainability. Using a systematic literature review, this paper critically examines the extant literature on education for sustainable development and provides a synthesis of the literature in identifying the shared message that SD and ESD models attempt to represent. Furthermore, the paper discusses the factors that foster societal well-being and community development through an ESD perspective. Conclusively emphasis is paid on the unique and significant role that technical and Vocational teachers can play in contributing towards the transition to sustainable development. Consequently, this paper culminates with an analysis of the various ways TVE can help contribute towards societal wellbeing and community development if SD is rightly integrated within TVE teacher training programs. DA - 2018/06/01/ PY - 2018 DO - 10.30880/jtet.2018.10.01.009 DP - DOI.org (Crossref) VL - 10 IS - 1 SP - 109 EP - 125 J2 - JTET LA - en SN - 22298932, 26007932 ST - A Systematic Review On Education for Sustainable Development UR - http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1678/1526 Y2 - 2022/04/05/23:23:57 KW - _genre:LR-literature_review ER - TY - JOUR TI - Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes AU - Schilhab, Theresa S. S. AU - Stevenson, Matt P. AU - Bentsen, Peter T2 - Frontiers in Psychology DA - 2018/06/01/ PY - 2018 DO - 10.3389/fpsyg.2018.00773 DP - Crossref VL - 9 LA - en SN - 1664-1078 ST - Contrasting Screen-Time and Green-Time UR - https://www.frontiersin.org/article/10.3389/fpsyg.2018.00773/full Y2 - 2018/06/08/19:54:16 KW - _C:Denmark DNK KW - _C:Norway NOR KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Measured and Perceived Conditions of Indoor Environmental Qualities (IEQ) of University Learning Environments in Semi-arid Tropics: a Field Study in Kano-Nigeria AU - Ali, Sani Muhammad AB - This study investigates the conditions and the levels of satisfaction with indoor environmental quality (IEQ) in naturally ventilated (NV) learning environments in Bayero University, Kano and compares the results to international comfort standards’ thresholds. It examines the thermal and visual comfort, acoustic quality as well as the indoor air quality of six learning environments in the University consisting of four lecture theatres and two laboratories. Researches in IEQ have shown that good quality indoor environment enhances occupants’ comfort, wellbeing, raises their productivity, and most importantly for this research, it raises students’ performances, reduces absenteeism, and reduces stress and fatigue among teachers. IEQ researches are mostly being undertaken in the four most advanced continents that are situated in the temperate regions of the world, but not in subSaharan Africa. Using both measurement and survey methods, internal and external physical parameters (air and radiant temperatures, air velocity, relative humidity, background noise, sound pressure level, horizontal and vertical illumination level, carbon dioxide concentration and particulate matter) were evaluated. The assessments were undertaken three times covering ten months, August 2016 to May 2017, which coincided with the three distinct seasons (warm and wet; cool and dry & hot and dry) in Kano. PMV model, as always, failed to predict the thermal conditions of the learning environments. Similarly some of the measured and calculated IEQ parameters, have not met the thresholds specified by the adaptive components of ASHRAE-55, but were in agreement with EN 15251, the respondents expressed their acceptance of their learning environments, subjectively. This is not surprising as these standards were often based on experiments implemented in developed countries, where the severity of the climatic conditions and the culture are dissimilar to sub Saharan Africa. The outcome of the research is hoped to raise awareness of IEQ potentialities among the academia, building industry professionals, building owners, university managers and other education policy makers in the region. DA - 2018/06// PY - 2018 DP - Zotero LA - en M3 - Doctor of Philosophy PB - University of Portsmouth KW - C:Nigeria KW - _z:class:countries KW - _z:class:themes KW - openalex:n:0 KW - ⛔ No DOI found ER - TY - JOUR TI - Closing the Attainment Gap: Collaboration between Schools in Sierra Leone AU - Mason, Miriam AU - Galloway, David AU - Joyce-Gibbons, Andrew T2 - Educational & Child Psychology AB - Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system. DA - 2018/06// PY - 2018 DP - ERIC VL - 35 IS - 1 SP - 27 EP - 39 LA - en ST - Closing the Attainment Gap UR - https://shop.bps.org.uk/educational-child-psychology-vol-35-no-1-june-2018-closing-the-attainment-gap-what-gap Y2 - 2022/12/24/17:48:44 KW - Achievement Gap KW - Data Collection KW - Developing Nations KW - Disadvantaged Youth KW - Elementary School Teachers KW - Exit Examinations KW - Foreign Countries KW - Institutional Cooperation KW - Nongovernmental Organizations KW - Outcomes of Education KW - Professional Continuing Education KW - Program Design KW - Replication (Evaluation) KW - School Closing KW - School Effectiveness KW - Workshops KW - ⛔ No DOI found ER - TY - JOUR TI - Meeting agenda matters: promoting reflective dialogue in teacher communities AU - Dogan, Selcuk AU - Yurtseven, Nihal AU - Tatık, Ramazan Şamil T2 - Professional Development in Education AB - (2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print. DA - 2018/05/29/ PY - 2018 DP - www.tandfonline.com LA - en SN - 10.1080/19415257.2018.1474484 ST - Meeting agenda matters UR - https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484 AN - world Y2 - 2018/06/08/19:36:48 KW - _C:Australia AUS KW - _C:Lebanon LBN KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Building capacity for professional development: the development of teachers as facilitators in Ghana AU - Perry, Emily AU - Bevins, Stuart T2 - Professional Development in Education AB - In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts. DA - 2018/05/29/ PY - 2018 DO - 10.1080/19415257.2018.1474489 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1941-5257 ST - Building capacity for professional development UR - https://doi.org/10.1080/19415257.2018.1474489 Y2 - 2018/06/08/19:39:24 KW - CPD KW - Ghana KW - Professional development KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - capacity building KW - facilitation KW - professional learning KW - science education ER - TY - BOOK TI - Doing Research In and On the Digital: Research Methods across Fields of Inquiry A3 - Costa, Cristina A3 - Condie, Jenna DA - 2018/05/23/ PY - 2018 DP - Amazon SP - 226 LA - Inglés ST - Doing Research In and On the Digital ER - TY - JOUR TI - Making progress with the automation of systematic reviews: principles of the International Collaboration for the Automation of Systematic Reviews (ICASR) AU - Beller, Elaine AU - Clark, Justin AU - Tsafnat, Guy AU - Adams, Clive AU - Diehl, Heinz AU - Lund, Hans AU - Ouzzani, Mourad AU - Thayer, Kristina AU - Thomas, James AU - Turner, Tari AU - Xia, Jun AU - Robinson, Karen AU - Glasziou, Paul AU - Adams, Clive AU - Ahtirschi, Olga AU - Beller, Elaine AU - Clark, Justin AU - Christensen, Robin AU - Diehl, Heinz AU - Elliott, Julian AU - Glasziou, Paul AU - Graziosi, Sergio AU - Kuiper, Joel AU - Lund, Hans AU - Moustgaard, Rasmus AU - O’Connor, Annette AU - Ouzzani, Mourad AU - Riis, Jacob AU - Robinson, Karen AU - Soares-Weiser, Karla AU - Thayer, Kris AU - Thomas, James AU - Turner, Tari AU - Tsafnat, Guy AU - Vergara, Camilo AU - Wedel-Heinen, Ida AU - Xia, Jun AU - On behalf of the founding members of the ICASR group T2 - Systematic Reviews AB - Systematic reviews (SR) are vital to health care, but have become complicated and time-consuming, due to the rapid expansion of evidence to be synthesised. Fortunately, many tasks of systematic reviews have the potential to be automated or may be assisted by automation. Recent advances in natural language processing, text mining and machine learning have produced new algorithms that can accurately mimic human endeavour in systematic review activity, faster and more cheaply. Automation tools need to be able to work together, to exchange data and results. Therefore, we initiated the International Collaboration for the Automation of Systematic Reviews (ICASR), to successfully put all the parts of automation of systematic review production together. The first meeting was held in Vienna in October 2015. We established a set of principles to enable tools to be developed and integrated into toolkits. DA - 2018/05/19/ PY - 2018 DO - 10.1186/s13643-018-0740-7 DP - Springer Link VL - 7 IS - 1 SP - 77 J2 - Syst Rev LA - en SN - 2046-4053 ST - Making progress with the automation of systematic reviews UR - https://doi.org/10.1186/s13643-018-0740-7 Y2 - 2024/01/18/22:16:36 KW - Automation KW - Collaboration KW - Systematic review KW - _TBC for use ailr-2024 ER - TY - JOUR TI - Human Capital in Iraq AU - Tull, Kerina AB - This rapid review has found that human capital is developing in Iraq after years of stagnation due to the 2003 war, where the health and education sectors were hit particularly strongly (OCHA, 2018:5). About 50% of Iraq’s population is under 19 years old, and youth unemployment is very high at 34.6% (World Bank, 2017). There is a strong need to invest in young people, to release their economic value at the individual, employer, and community levels. A number of plans and strategies to help build collective skills, knowledge, or other intangible assets of individuals are noted in this review. As there are regional differences in human capital development between areas in Iraq, the evidence is divided into regions or governorates, where appropriate. DA - 2018/05/18/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13803 Y2 - 2022/12/18/18:15:15 KW - ⛔ No DOI found ER - TY - BOOK TI - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers AU - Turabian, Kate L. AU - Booth, Wayne C. AU - Colomb, Gregory G. AU - Williams, Joseph M. AU - Bizup, Joseph CY - Chicago ; London DA - 2018/05/18/ PY - 2018 DP - Amazon ET - 9th edition SP - 464 LA - English PB - University of Chicago Press SN - 978-0-226-43057-7 ST - A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition ER - TY - ELEC TI - Is standardization the enemy of personalization? Not necessarily AU - Fisher, Julia Freeland T2 - Christensen Institute AB - A key difference between a system that standardizes to personalize and one that doesn’t is whether it starts with robust diagnostics that put precision first. DA - 2018/05/17/T19:17:21+00:00 PY - 2018 LA - en-US ST - Is standardization the enemy of personalization? UR - https://www.christenseninstitute.org/blog/is-standardization-the-enemy-of-personalization-not-necessarily/ Y2 - 2024/01/31/05:50:23 KW - Final_citation KW - existing ER - TY - BLOG TI - Unpacking PLCs: What evidence do we have about professional learning communities and how can we produce more? AU - Soares, Fernanda AU - Galisson, Kirsten T2 - R&E Search for Evidence AB - In this post, we further define professional learning communities (PLCs) and review existing evidence on the effect of PLCs. We then outline FHI 360-funded research that we have initiated to study PLCs in three low- and middle-income countries: Equatorial Guinea, Ghana and Nigeria. DA - 2018/05/16/T10:25:14+00:00 PY - 2018 LA - en-US ST - Unpacking PLCs UR - https://researchforevidence.fhi360.org/unpacking-plcs-evidence-professional-learning-communities-can-produce Y2 - 2021/03/12/10:40:38 ER - TY - RPRT TI - Migration Policy Debates AU - OECD-Organisation for Economic Co-operation and Development DA - 2018/05/15/ PY - 2018 PB - OECD UR - https://www.oecd.org/els/mig/migration-policy-debate-15.pdf Y2 - 2022/05/03/13:20:44 ER - TY - CHAP TI - Radical Markets: Uprooting Capitalism and Democracy for a Just Society AU - Posner, Eric A. AU - Weyl, E. Glen T2 - Radical Markets AB - Revolutionary ideas on how to use markets to bring about fairness and prosperity for all Many blame today's economic inequality, stagnation, and political instability on the free market. The solution is to rein in the market, right? Radical Markets turns this thinking--and pretty much all conventional thinking about markets, both for and against—on its head. The book reveals bold new ways to organize markets for the good of everyone. It shows how the emancipatory force of genuinely open, free, and competitive markets can reawaken the dormant nineteenth-century spirit of liberal reform and lead to greater equality, prosperity, and cooperation. Eric Posner and Glen Weyl demonstrate why private property is inherently monopolistic, and how we would all be better off if private ownership were converted into a public auction for public benefit. They show how the principle of one person, one vote inhibits democracy, suggesting instead an ingenious way for voters to effectively influence the issues that matter most to them. They argue that every citizen of a host country should benefit from immigration—not just migrants and their capitalist employers. They propose leveraging antitrust laws to liberate markets from the grip of institutional investors and creating a data labor movement to force digital monopolies to compensate people for their electronic data. Only by radically expanding the scope of markets can we reduce inequality, restore robust economic growth, and resolve political conflicts. But to do that, we must replace our most sacred institutions with truly free and open competition— Radical Markets shows how. DA - 2018/05/15/ PY - 2018 DP - www.degruyter.com LA - en PB - Princeton University Press SN - 978-1-4008-8945-7 ST - Radical Markets UR - https://www.degruyter.com/document/doi/10.23943/9781400889457/html Y2 - 2024/03/04/14:27:49 KW - Final_citation ER - TY - RPRT TI - Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide. DA - 2018/05/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press ST - Effectiveness of Teachers’ Guides in the Global South UR - https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south Y2 - 2020/05/17/12:23:53 ER - TY - JOUR TI - Effectiveness of teachers' guides in the Global South: Scripting, learning outcomes, and classroom utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie T2 - Research Triangle Park AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. DA - 2018/05/10/ PY - 2018 DO - 10.3768/rtipress.2018.op.0053.1805 DP - www.rti.org LA - en ST - Effectiveness of teachers' guides in the Global South UR - https://doi.org/10.3768/rtipress.2018.op.0053.1805 Y2 - 2020/09/09/10:02:56 KW - _genre:PR-primary_research KW - _yl:b ER - TY - JOUR TI - OER Awareness and Use: The Affinity Between Higher Education and K-12 AU - Blomgren, Constance T2 - The International Review of Research in Open and Distributed Learning AB - Educators within Higher Education (HE) and K-12 share in the need for high quality educational resources to assist in the pursuit of teaching and learning. Although there are numerous differences between the two levels of education, there are commonalties in the perceptions of the purpose, practical uses, and challenges that abide in the use of Open Educational Resources (OER). Observations made while producing podcasts and videos for OER awareness, use, and championing, form an exposition of the merits of OER for HE and K-12. Benefits include cost-savings in acquiring resources for teaching and learning as well as user-generated content, instructor creativity, and contextualized and responsively timely learning opportunities. Additionally, the teaching culture of K-12 has historically supported the sharing of learning activities and learning resources. At all levels of education, OER awareness requires a deeper understanding of the changes to teaching and learning borne by open educational practices. DA - 2018/05/01/ PY - 2018 DO - 10.19173/irrodl.v19i2.3431 DP - www.irrodl.org VL - 19 IS - 2 LA - en SN - 1492-3831 ST - OER Awareness and Use UR - https://www.irrodl.org/index.php/irrodl/article/view/3431 Y2 - 2022/12/25/21:32:29 KW - Final_citation KW - HE OER KW - K-12 OER KW - OER awareness KW - OER benefits KW - cited KW - existing KW - open educational practices KW - open pedagogy ER - TY - JOUR TI - Hackathons as a means of accelerating scientific discoveries and knowledge transfer AU - Ghouila, Amel AU - Siwo, Geoffrey Henry AU - Entfellner, Jean-Baka Domelevo AU - Panji, Sumir AU - Button-Simons, Katrina A. AU - Davis, Sage Zenon AU - Fadlelmola, Faisal M. AU - Participants, The DREAM of Malaria Hackathon AU - Ferdig, Michael T. AU - Mulder, Nicola AU - Bensellak, Taoufik AU - Ghansah, Anita AU - Ghedira, Kais AU - Gritzman, Ashley AU - Isewon, Itunuoluwa AU - Kishk, Ali AU - Moussa, Ahmed AU - Loucoubar, Cheikh AU - Musicha, Patrick AU - Pore, Meenal AU - Sengeh, David Moinina AU - Mapiye, Darlington Shingirirai AU - Rallabandi, Pavan Kumar AU - Varughese, Melvin T2 - Genome Research AB - Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions. DA - 2018/05/01/ PY - 2018 DO - 10.1101/gr.228460.117 DP - genome.cshlp.org VL - 28 IS - 5 SP - 759 EP - 765 J2 - Genome Res. LA - en SN - 1088-9051, 1549-5469 UR - http://genome.cshlp.org/content/28/5/759 Y2 - 2020/09/01/18:36:54 ER - TY - JOUR TI - How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores AU - Morsy, Leila AU - Khavenson, Tatiana AU - Carnoy, Martin T2 - International Journal of Educational Development DA - 2018/05/01/ PY - 2018 DO - 10.1016/j.ijedudev.2017.10.018 DP - ScienceDirect VL - 60 SP - 60 EP - 79 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - How international tests fail to inform policy UR - https://www.sciencedirect.com/science/article/pii/S0738059317302778 Y2 - 2021/06/26/13:27:05 KW - Educational policies KW - International tests KW - Private education KW - Quality of education KW - Social class differences ER - TY - JOUR TI - Should We Treat Data as Labor? Moving beyond "Free" AU - Arrieta-Ibarra, Imanol AU - Goff, Leonard AU - Jiménez-Hernández, Diego AU - Lanier, Jaron AU - Weyl, E. Glen T2 - AEA Papers and Proceedings AB - In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance. DA - 2018/05// PY - 2018 DO - 10.1257/pandp.20181003 DP - www.aeaweb.org VL - 108 SP - 38 EP - 42 LA - en SN - 2574-0768 ST - Should We Treat Data as Labor? UR - https://www.aeaweb.org/articles?id=10.1257/pandp.20181003 Y2 - 2024/03/04/14:28:37 KW - Computer Programs: General, Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Monopsony KW - Data Collection and Data Estimation Methodology KW - Final_citation KW - Segmented Labor Markets ER - TY - CONF TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria: 18th Windsor Conference AU - Ali, Sani Muhammad AU - Martinson, Brett AU - Al-Maiyah, Sura AU - Gaterell, Mark A2 - Brotas, Luisa A2 - Roaf, Susan A2 - Nicol, Fergus A2 - Humphreys, Michael AB - It is well known that thermal comfort is influenced by major physical parameters; air and radiant temperatures, humidity, and air speed in combination with personal attributes; clothing insulation and activity level. Although temperature is conventionally considered in adaptive thermal comfort model, as the most important physical parameter where cooling is involved, moderate air speed can enhance thermal comfort during higher temperatures. Through convective and evaporative cooling, ceiling fans cool people by causing sweat from the occupant’s body to evaporate. The northern part of Nigeria, being in the tropics, is known for higher temperature regimes for most part of the year. The use of air conditioning to achieve thermal comfort is not sustainable, for economic reasons and the lack of stable electrical energy. Therefore, a majority of naturally ventilated spaces could be kept thermally comfortable with the control of ceiling fans and operable windows. As part of a research work on learning environments in a Northern Nigerian university, this study reports on the effects of ceiling fans on the thermal comfort perception of the students in two lecture theatres. Air speed, air and radiant temperatures, relative humidity were measured, concurrently comfort surveys were undertaken inthe spaces, from which activity levels and clothing insulations were obtained. Adaptive thermal comfort standards, ASHRAE 55 and EN 15251, state that thermal comfort can be maintained as air temperature rises with the use of ceiling fans operating at moderate speed. The results show that reductions of 31% and 22% in overheating from the two lecture theatres were realised, as a result of ceiling fans usage, measured by the degree hour’s exceedance indicator. These results were further corroborated by the students’ acceptance of thermal conditions of the lecture theatres at temperatures above Tmax. C3 - Proceedings of the 10th Windsor Conference: Rethinking Comfort DA - 2018/04/30/ PY - 2018 DP - University of Portsmouth SP - 194 EP - 208 ST - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero University, Kano, Nigeria UR - https://windsorconference.com/proceedings/ Y2 - 2024/03/26/10:14:56 KW - Africa KW - Ceiling fans KW - overheating KW - thermal comfort KW - tropics ER - TY - JOUR TI - Effective Learning Strategies to Improve Basic Education Outcomes AU - Bolton, Laura AB - Improving basic education outcomes is a very broad research area. The time constraints of the helpdesk review directed focus on large-scale reviews of learning strategies in low- and middle-income countries. This was supplemented by rapid searching to see what research could be identified within the limitations of this report that focussed on outcomes on highly marginalised, conflict affected children, or those from federal states. Broader scope strategies to improve learning for other important marginalised groups for example, girls and indigenous populations, are also included.Different systematic reviews emphasise different conclusions. Bashir et al. (2018) highlight a focus on teaching to improve learning. They recommend focus on teacher knowledge, teaching practice, and instructional time. DA - 2018/04/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13799 Y2 - 2022/12/18/18:14:07 KW - ⛔ No DOI found ER - TY - JOUR TI - Aid Agency Approaches to the Design and Delivery of Basic Education Programmes AU - Joynes, Chris AU - Plunkett, Roisin AB - This report provides a global selection of case studies providing evidence of approaches to the design of basic education interventions by aid agencies. In keeping with the request, the scope of the report focusses as far as possible on outcome-driven approaches, and includes an analysis of any evidence of programmatic responsiveness to need and context. DA - 2018/04/27/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13801 Y2 - 2022/12/18/18:13:03 KW - ⛔ No DOI found ER - TY - JOUR TI - Approaches to Managing Public Sector Basic Education Systems for Delivery of School and Classroom-Focused Results AU - Joynes, Chris AB - 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. DA - 2018/04/18/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13780 Y2 - 2022/12/18/18:13:12 KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of Entrepreneurship Training Programmes AU - Ismail, Zenobia AB - Entrepreneurship training programmes generally have a positive impact on existing and aspiring entrepreneurs, especially in terms of promoting better business practices. Programmes which provide training for entrepreneurs often include other interventions such as micro-finance, grants, internships or mentorship. The varied content of the programmes as well as differences in length and intensity undermines the extent to which such interventions can be compared. Consequently, it is difficult to reach a consensus regarding how effective entrepreneurship training programmes are. Entrepreneurship training programmes that combine training with finance have more impact on raising self-employment through start-ups as well as enhancing business performance and practices. Entrepreneurs are more likely to remain self-employed if they have access to a second capital grant DA - 2018/04/16/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13781 Y2 - 2022/12/18/18:15:21 KW - ⛔ No DOI found ER - TY - JOUR TI - Design and evaluation of a web-based decision support tool for district-level disease surveillance in a low-resource setting AU - Pore, Meenal AU - Sengeh, David M. AU - Mugambi, Purity AU - Purswani, Nuri V. AU - Sesay, Tom AU - Arnold, Anna Lena AU - Tran, Anh-Minh A. AU - Myers, Ralph T2 - AMIA Annual Symposium Proceedings AB - During the 2014 West African Ebola Virus outbreak it became apparent that the initial response to the outbreak was hampered by limitations in the collection, aggregation, analysis and use of data for intervention planning. As part of the post-Ebola recovery phase, IBM Research Africa partnered with the Port Loko District Health Management Team (DHMT) in Sierra Leone and GOAL Global, to design, implement and deploy a web-based decision support tool for district-level disease surveillance. This paper discusses the design process and the functionality of the first version of the system. The paper presents evaluation results prior to a pilot deployment and identifies features for future iterations. A qualitative assessment of the tool prior to pilot deployment indicates that it improves the timeliness and ease of using data for making decisions at the DHMT level. DA - 2018/04/16/ PY - 2018 DP - PubMed Central VL - 2017 SP - 1401 EP - 1410 J2 - AMIA Annu Symp Proc SN - 1942-597X UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977610/ Y2 - 2020/09/01/18:37:09 KW - _C:Sierra Leone SLE ER - TY - VIDEO TI - Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch AU - CNBC DA - 2018/04/03/ PY - 2018 DP - YouTube UR - https://www.youtube.com/watch?v=FeSCEalMOL8 Y2 - 2019/01/07/20:56:05 ER - TY - JOUR TI - A computational literature review of the field of System Dynamics from 1974 to 2017 AU - Kunc, Martin AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - Journal of Simulation AB - System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained. DA - 2018/04/03/ PY - 2018 DO - 10.1080/17477778.2018.1468950 DP - Taylor and Francis+NEJM VL - 12 IS - 2 SP - 115 EP - 127 SN - 1747-7778 UR - https://doi.org/10.1080/17477778.2018.1468950 Y2 - 2024/01/18/22:23:33 KW - System Dynamics KW - computational literature review KW - healthcare KW - methodology KW - supply chain ER - TY - JOUR TI - Spatially disaggregated population estimates in the absence of national population and housing census data AU - Wardrop, N. A. AU - Jochem, W. C. AU - Bird, T. J. AU - Chamberlain, H. R. AU - Clarke, D. AU - Kerr, D. AU - Bengtsson, L. AU - Juran, S. AU - Seaman, V. AU - Tatem, A. J. T2 - Proceedings of the National Academy of Sciences AB - Population numbers at local levels are fundamental data for many applications, including the delivery and planning of services, election preparation, and response to disasters. In resource-poor settings, recent and reliable demographic data at subnational scales can often be lacking. National population and housing census data can be outdated, inaccurate, or missing key groups or areas, while registry data are generally lacking or incomplete. Moreover, at local scales accurate boundary data are often limited, and high rates of migration and urban growth make existing data quickly outdated. Here we review past and ongoing work aimed at producing spatially disaggregated local-scale population estimates, and discuss how new technologies are now enabling robust and cost-effective solutions. Recent advances in the availability of detailed satellite imagery, geopositioning tools for field surveys, statistical methods, and computational power are enabling the development and application of approaches that can estimate population distributions at fine spatial scales across entire countries in the absence of census data. We outline the potential of such approaches as well as their limitations, emphasizing the political and operational hurdles for acceptance and sustainable implementation of new approaches, and the continued importance of traditional sources of national statistical data. DA - 2018/04/03/ PY - 2018 DO - 10.1073/pnas.1715305115 DP - www.pnas.org VL - 115 IS - 14 SP - 3529 EP - 3537 J2 - PNAS LA - en SN - 0027-8424, 1091-6490 UR - https://www.pnas.org/content/115/14/3529 Y2 - 2021/03/18/19:09:30 KW - census KW - geostatistics KW - population KW - remote sensing KW - surveys ER - TY - JOUR TI - Mathematical modelling in teacher education: dealing with institutional constraints AU - Barquero, Berta AU - Bosch, Marianna AU - Romo, Avenilde T2 - ZDM: The International Journal on Mathematics Education AB - Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools. DA - 2018/04// PY - 2018 DO - 10.1007/s11858-017-0907-z VL - 50 IS - 1-2 SP - 31 EP - 43 LA - English SN - 1863-9690, 1863-9690 UR - https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints AN - 2101593199; EJ1177097 KW - Barriers KW - Case Studies KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Ecological Factors KW - Foreign Countries KW - Inservice Teacher Education KW - Instructional Design KW - Mathematical Models KW - Mathematics Teachers KW - Mexico KW - Online Courses KW - Prediction KW - Regression (Statistics) KW - Social Media KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095891 KW - __finaldtb ER - TY - JOUR TI - Digital game-based learning for K-12 mathematics education: A meta-analysis AU - Byun, JaeHwan AU - Joung, Eunmi T2 - School Science and Mathematics DA - 2018/04// PY - 2018 DO - 10.1111/ssm.12271 VL - 118 IS - 3-4 SP - 113 EP - 126 J2 - School Science and Mathematics LA - en SN - 00366803 ST - Digital game-based learning for K-12 mathematics education KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Brok, Perry Den T2 - Journal of Technology and Teacher Education DA - 2018/04// PY - 2018 VL - 26 IS - 2 LA - en SN - 1059-7069 KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Den Brok, Perry T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions. DA - 2018/04// PY - 2018 VL - 26 IS - 2 SP - 275 EP - 298 LA - English SN - 1059-7069, 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ AN - 2101385721; EJ1181032 KW - Active Learning KW - Behavior Change KW - Cambodia KW - Cultural Context KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Faculty Development KW - Foreign Countries KW - Instructional Effectiveness KW - Knowledge Base for Teaching KW - Learning KW - Mixed Methods Research KW - Questionnaires KW - Student Centered Learning KW - Studies KW - Teacher Attitudes KW - Teacher Behavior KW - Teacher education KW - Teachers KW - Teaching KW - Teaching Methods KW - Training KW - Video KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095890 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation AU - Paskevicius, Michael AU - Hodgkinson-Williams, Cheryl T2 - http://jl4d.org/index.php/ejl4d/article/view/253/284 AB - This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources. DA - 2018/04// PY - 2018 DP - dspace.col.org LA - en SN - 2311-1550 UR - http://oasis.col.org/handle/11599/2950 Y2 - 2018/06/09/16:59:27 KW - _C:Canada CAN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Nigeria AU - University, Kano C1 - London C3 - Windsor Conference DA - 2018/04// PY - 2018 LA - da ER - TY - JOUR TI - Indicators and Methods for Assessing Entrepreneurship Training Programmes AU - Ismail, Zenobia AB - Entrepreneurship training programmes are an important component of demand side job creation strategies in developing countries (Fox and Kaul, 2017). Assessments of such programmes are constrained by variations in the programme content, as entrepreneurship training is often combined with grants, life-skills training, internships and mentorship. The targets of these programmes also vary and include vulnerable groups, subsistence entrepreneurs as well as firms which have greater potential for growth. The indicators of success should be adapted to suit the objectives and target group of the programme. Given the varied nature of entrepreneurship training programmes it is unsurprising that a range of indicators are used to assess them. The indicators can be grouped into three broad categories: indicators of business practices, indicators of business performance and psychological indicators. Income and profits are the most commonly used indicator (Cho & Honorati, 2014). Randomised control trials which compare treatment and control groups are the gold standard method for assessing entrepreneurship training programmes. However, the quality of these studies can be improved by having larger sample sizes, baseline assessments before the intervention and three to four follow-up assessments to assess the long-term success of the programme. DA - 2018/03/30/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13788 Y2 - 2022/12/18/18:15:33 KW - ⛔ No DOI found ER - TY - RPRT TI - Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis AU - Haßler, Björn AU - Brugha, Meaghan AU - Muyoya, Chisenga AU - Mitchell, Joel AU - Hollow, David AU - Jackson, Alan AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf DA - 2018/03/20/ PY - 2018 DP - Zenodo M3 - Principles for Digital Development — Resource Development Program Asset PB - Digital Impact Alliance SN - 1 ST - Donor Organizations & the Principles for Digital Development UR - https://zenodo.org/record/1204703#.XgqAyMb7Qeo Y2 - 2019/12/30/22:57:16 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - docs.opendeved.net ER - TY - JOUR TI - Classroom dialogue and digital technologies: A scoping review AU - Major, L. AU - Warwick, P. AU - Rasmussen, I. AU - Ludvigsen, S. AU - Cook, V. T2 - Education and Information Technologies AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. DA - 2018/03/20/ PY - 2018 DO - 10.1007/s10639-018-9701-y DP - link.springer.com SP - 1 EP - 34 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Classroom dialogue and digital technologies UR - https://link.springer.com/article/10.1007/s10639-018-9701-y Y2 - 2018/06/09/16:00:53 KW - _C:Australia AUS KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Greece GRC KW - _C:Israel ISR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - CONF TI - ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom AU - An, Pengcheng AU - Bakker, Saskia AU - Ordanovski, Sara AU - Taconis, Ruurd AU - Eggen, Berry T3 - TEI '18 AB - As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines. C1 - New York, NY, USA C3 - Proceedings of the Twelfth International Conference on Tangible, Embedded, and Embodied Interaction DA - 2018/03/18/ PY - 2018 DO - 10.1145/3173225.3173243 DP - ACM Digital Library SP - 357 EP - 367 PB - Association for Computing Machinery SN - 978-1-4503-5568-1 ST - ClassBeacons UR - https://doi.org/10.1145/3173225.3173243 Y2 - 2021/03/07/00:00:00 KW - ambient information system KW - classroom KW - distributed display KW - learner-centered education KW - teacher proximity ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Bjoern AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development DA - 2018/03/17/ PY - 2018 DO - 10.56059/jl4d.v5i1.264 VL - 5 IS - 1 LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Adoption and Impact of OER in the Global South - Chapter summaries AU - Hodgkinson-Williams, Cheryl AB - Education in the Global South faces several key interrelated challenges for which Open Educational Resources (OER) are seen to be part of the solution and against which use of OER might be evaluated. These challenges include: unequal access to education; variable quality of educational resources, teaching and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project was a four-year research initiative to investigate in what ways and under what circumstances the adoption of OER could address the increasing demand for accessible, relevant, high quality and affordable education in the Global South. The project was comprised of 18 sub-projects, the findings from which are captured as chapters in the edited volume, Adoption and Impact of OER in the Global South. The summaries presented here provide an overview of chapters’ study contexts, methodological approaches, key findings and recommendations, as well as links to accompanying open datasets. Of the total 16 chapters, 12 are based on sub-project findings and four are synthesis and overview chapters. The chapters are organised into five main sections: Overview, South America, Sub-Saharan Africa, South and Southeast Asia, and Conclusion. Within these broader sections, chapters are presented in sequence according to whether the research addresses basic or higher education. DA - 2018/03/12/ PY - 2018 DO - 10.5281/zenodo.1195881 DP - Zenodo LA - eng UR - https://zenodo.org/record/1195881 AN - 10.5281/zenodo.1195881;261495:4UTCGU44 Y2 - 2018/07/19/14:38:29 KW - adoption and impact of OER in the global south KW - global south KW - oep KW - oer KW - open educational practices KW - open educational resources KW - summaries ER - TY - GEN TI - Global Public Goods: Example document for licensing and publishing documents AU - Haßler, Björn AB - This is an example document to illustrate licensing and publishing, including upload to Zenodo. DA - 2018/03/11/ PY - 2018 DP - Zenodo LA - eng ST - Global Public Goods UR - https://docs.opendeved.net/lib/NCQCUJ4Z Y2 - 2019/11/05/15:08:49 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - _yl:d KW - ⛔ No DOI found ER - TY - RPRT TI - The Politics of Learning: Directions for Future Research AU - Pritchett, Lant DA - 2018/03/07/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - The Politics of Learning UR - https://www.riseprogramme.org/publications/rise-working-paper-18020-politics-learning-directions-future-research Y2 - 2020/09/06/16:41:56 ER - TY - JOUR TI - Reducing Physical Violence Toward Primary School Students With Disabilities AU - Devries, Karen AU - Kuper, Hannah AU - Knight, Louise AU - Allen, Elizabeth AU - Kyegombe, Nambusi AU - Banks, Lena Morgon AU - Kelly, Susan AU - Naker, Dipak T2 - Journal of Adolescent Health AB - Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jadohealth.2017.09.004 DP - ScienceDirect VL - 62 IS - 3 SP - 303 EP - 310 J2 - Journal of Adolescent Health LA - en SN - 1054-139X UR - https://www.sciencedirect.com/science/article/pii/S1054139X17304688 Y2 - 2022/04/01/12:45:02 KW - Adolescents KW - Children KW - Disabilities KW - Physical abuse KW - School-based interventions KW - Uganda KW - Violence ER - TY - JOUR TI - Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts AU - Lomas, James AU - Claxton, Karl AU - Martin, Stephen AU - Soares, Marta T2 - Value in Health DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jval.2017.10.006 VL - 21 IS - 3 SP - 266 EP - 275 J2 - Value in Health LA - en SN - 1098-3015 ST - Resolving the “Cost-Effective but Unaffordable” Paradox ER - TY - JOUR TI - An overview of e-learning in China: History, challenges and opportunities AU - Wang, Yan AU - Liu, Xuan AU - Zhang, Zhenhong T2 - Research in Comparative and International Education AB - 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. DA - 2018/03/01/ PY - 2018 DO - 10.1177/1745499918763421 DP - SAGE Journals VL - 13 IS - 1 SP - 195 EP - 210 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - An overview of e-learning in China UR - https://doi.org/10.1177/1745499918763421 Y2 - 2021/09/02/14:09:53 KW - Challenges KW - China KW - ICT in education KW - e-learning KW - professional development KW - successes ER - TY - BOOK TI - Synergies Between the Principles for Digital Development and Four Case Studies AU - Haßler, Björn AU - Broadbent, E. AU - Cunningham, A. AU - Chimombo, J. AU - Jamil, B. R. AU - Kauthria, R. AU - Lake, L. AU - Rose, P. AU - Sarfraz, S. AU - Szekely, M. CY - Cambridge, UK DA - 2018/03// PY - 2018 PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:b ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - ELEC TI - Implementation research: The unambiguous cornerstone of implementation science T2 - R&E Search for Evidence AB - By Theresa Hoke: This blog post defines implementation research and outlines why it makes for such a useful concept in development. DA - 2018/02/06/T11:17:48+00:00 PY - 2018 LA - en-US ST - Implementation research UR - https://researchforevidence.fhi360.org/implementation-research-the-unambiguous-cornerstone-of-implementation-science Y2 - 2022/11/29/14:52:36 ER - TY - JOUR TI - Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools AU - Kohl, Christian AU - McIntosh, Emma J. AU - Unger, Stefan AU - Haddaway, Neal R. AU - Kecke, Steffen AU - Schiemann, Joachim AU - Wilhelm, Ralf T2 - Environmental Evidence AB - Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team. DA - 2018/02/01/ PY - 2018 DO - 10.1186/s13750-018-0115-5 DP - Springer Link VL - 7 IS - 1 SP - 8 J2 - Environ Evid LA - en SN - 2047-2382 ST - Online tools supporting the conduct and reporting of systematic reviews and systematic maps UR - https://doi.org/10.1186/s13750-018-0115-5 Y2 - 2024/01/18/22:22:57 KW - Evidence synthesis KW - Managing systems KW - Rapid review KW - Review management KW - Systematic review software KW - Text mining KW - Time management KW - _Added-ailr-2024 ER - TY - RPRT TI - Keeping children engaged and achieving in mathematics AU - Education Review Office CY - New Zealand DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/ ER - TY - RPRT TI - Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics AU - New Zealand Government DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf Y2 - 2020/05/16/16:21:18 KW - C:New Zealand ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Effectiveness of leadership capacity building in the health sector AU - Tull, Kerina AB - Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership Institute Programme’, GNPLI), or one-year fellowships with mentorship (e.g. ‘Improving Global Health through Learning Development’ programme, IGH) as part of UK-LIC/LMIC partnership programmes. DA - 2018/01/24/ PY - 2018 DP - opendocs.ids.ac.uk LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/13554 Y2 - 2022/12/18/18:14:09 KW - ⛔ No DOI found ER - TY - JOUR TI - Moving toward the automation of the systematic review process: a summary of discussions at the second meeting of International Collaboration for the Automation of Systematic Reviews (ICASR) AU - O’Connor, Annette M. AU - Tsafnat, Guy AU - Gilbert, Stephen B. AU - Thayer, Kristina A. AU - Wolfe, Mary S. T2 - Systematic Reviews AB - The second meeting of the International Collaboration for Automation of Systematic Reviews (ICASR) was held 3–4 October 2016 in Philadelphia, Pennsylvania, USA. ICASR is an interdisciplinary group whose aim is to maximize the use of technology for conducting rapid, accurate, and efficient systematic reviews of scientific evidence. Having automated tools for systematic review should enable more transparent and timely review, maximizing the potential for identifying and translating research findings to practical application. The meeting brought together multiple stakeholder groups including users of summarized research, methodologists who explore production processes and systematic review quality, and technologists such as software developers, statisticians, and vendors. This diversity of participants was intended to ensure effective communication with numerous stakeholders about progress toward automation of systematic reviews and stimulate discussion about potential solutions to identified challenges. The meeting highlighted challenges, both simple and complex, and raised awareness among participants about ongoing efforts by various stakeholders. An outcome of this forum was to identify several short-term projects that participants felt would advance the automation of tasks in the systematic review workflow including (1) fostering better understanding about available tools, (2) developing validated datasets for testing new tools, (3) determining a standard method to facilitate interoperability of tools such as through an application programming interface or API, and (4) establishing criteria to evaluate the quality of tools’ output. ICASR 2016 provided a beneficial forum to foster focused discussion about tool development and resources and reconfirm ICASR members’ commitment toward systematic reviews’ automation. DA - 2018/01/09/ PY - 2018 DO - 10.1186/s13643-017-0667-4 DP - Springer Link VL - 7 IS - 1 SP - 3 J2 - Syst Rev LA - en SN - 2046-4053 ST - Moving toward the automation of the systematic review process UR - https://doi.org/10.1186/s13643-017-0667-4 Y2 - 2024/01/18/22:32:35 KW - Automation KW - Data abstraction KW - Data extraction KW - Evidence synthesis KW - Priority ranking KW - Systematic review KW - Tools ER - TY - ELEC TI - What is global citizenship education? AU - UNESCO T2 - UNESCO AB - Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. GCED is based on the three domains of learning - cognitive, socio-emotional and behavioural. Cognitive: knowledge and thinking skills necessary to better understand the world and its complexities. Socio-emotional: values, attitudes and social skills that enable learners to develop affectively, psychosocially, and physically and to enable them to live together with others respectfully and peacefully. DA - 2018/01/09/T16:27:45+01:00 PY - 2018 LA - en UR - https://en.unesco.org/themes/gced/definition Y2 - 2020/09/10/14:37:05 ER - TY - JOUR TI - Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship AU - Lyon, Aaron R. AU - Cook, Clayton R. AU - Brown, Eric C. AU - Locke, Jill AU - Davis, Chayna AU - Ehrhart, Mark AU - Aarons, Gregory A. T2 - Implementation Science AB - 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. DA - 2018/01/08/ PY - 2018 DO - 10.1186/s13012-017-0705-6 DP - BioMed Central VL - 13 IS - 1 SP - 5 J2 - Implementation Science SN - 1748-5908 ST - Assessing organizational implementation context in the education sector UR - https://doi.org/10.1186/s13012-017-0705-6 Y2 - 2022/11/23/12:30:41 KW - Education KW - Implementation citizenship KW - Implementation climate KW - Implementation leadership KW - Reliability KW - Schools KW - Structural validity ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Addressing the challenge of scholarship and industry currency in vocational education: a pilot AU - Everingham, Nancy AU - McLean, David AU - Mancini, Jane AU - Mitton, Amber AU - Williams, Melanie T2 - International Journal of Training Research AB - This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability in scholarly practice. The teachers were asked to reflect on their experience of engaging in a scholarly project and how new knowledge has been incorporated into their teaching and curriculum design. The reflections were analysed using the indicators of scholarly quality from the self-same framework, and the key enabling factors and benefits were identified. The claimed success of the pilot is traced primarily to having a framework that provided a logical guide for the planning and execution of the projects and institutional support in the form of mentoring and paid time release. DA - 2018/01/02/ PY - 2018 DO - 10.1080/14480220.2017.1403946 DP - Taylor and Francis+NEJM VL - 16 IS - 1 SP - 83 EP - 97 SN - 1448-0220 ST - Addressing the challenge of scholarship and industry currency in vocational education UR - https://doi.org/10.1080/14480220.2017.1403946 Y2 - 2018/08/13/08:01:21 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Australia KW - CLL:en KW - Vocational currency KW - industry currency KW - publicImportV1 KW - scholarly practice KW - scholarship ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 AN - UA-e9af1e1b-7cd7-4efa-a8ad-391a3c96f523 Y2 - 2018/04/07/21:01:29 ER - TY - JOUR TI - Theory-based systematic reviews AU - White, Howard T2 - Journal of Development Effectiveness AB - It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1439078 DP - Taylor and Francis+NEJM VL - 10 IS - 1 SP - 17 EP - 38 SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2018.1439078 Y2 - 2018/05/17/15:14:38 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - Systematic reviews KW - causal chain analysis KW - impact evaluation KW - publicImportV1 KW - theory-based approach ER - TY - JOUR TI - Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. AU - Bediou, Benoit AU - Adams, Deanne M. AU - Mayer, Richard E. AU - Tipton, Elizabeth AU - Green, C. Shawn AU - Bavelier, Daphne T2 - Psychological Bulletin DA - 2018/01// PY - 2018 DO - 10.1037/bul0000130 VL - 144 IS - 1 SP - 77 EP - 110 J2 - Psychological Bulletin LA - en SN - 1939-1455, 0033-2909 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education AB - This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed. DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 SP - 46 EP - 61 LA - English UR - https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program AN - 2013525781; EJ1165898 KW - Case Studies KW - College Students KW - Computer Mediated Communication KW - Critical Thinking KW - Data Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Focus Groups KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - Independent Study KW - Indonesia KW - Interpersonal Communication KW - Learner Engagement KW - Learning Motivation KW - Practicums KW - Preservice Teacher Education KW - Qualitative Research KW - Social Networks KW - Student Teacher Attitudes KW - Teacher Education Programs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097353 KW - __finaldtb ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 LA - English ST - Building an online community KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - ResearchGate VL - 23 IS - 1 SP - 113 EP - 127 J2 - Education and Information Technologies LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp KW - Final_citation KW - cited KW - existing ER - TY - RPRT TI - Digital accesibility toolkit AB - CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year & type. DA - 2018/// PY - 2018 LA - en PB - Christian Blind Mission UR - https://www.cbm.org/get-involved/search-resources-publications/?tx_wwt3site_list%5B__referrer%5D%5B%40extension%5D=Wwt3Site&tx_wwt3site_list%5B__referrer%5D%5B%40controller%5D=Publication&tx_wwt3site_list%5B__referrer%5D%5B%40action%5D=list&tx_wwt3site_list%5B__referrer%5D%5Barguments%5D=YTowOnt97a70dc1eec8c27f56c58e2b900cef02d68011f1e&tx_wwt3site_list%5B__referrer%5D%5B%40request%5D=a%3A3%3A%7Bs%3A10%3A%22%40extension%22%3Bs%3A8%3A%22Wwt3Site%22%3Bs%3A11%3A%22%40controller%22%3Bs%3A11%3A%22Publication%22%3Bs%3A7%3A%22%40action%22%3Bs%3A4%3A%22list%22%3B%7D13f1a9698cd594b129675b8ce62c64286924033e&tx_wwt3site_list%5B__trustedProperties%5D=a%3A0%3A%7B%7D75e6f8c6217790a6d75e6c070ade464ccdde848d&tx_wwt3site_list%5Bfilter%5D%5Byear%5D=0&tx_wwt3site_list%5Bfilter%5D%5Bcategory%5D=71&tx_wwt3site_list%5Bfilter%5D%5Btype%5D=0&cHash=abc21055f49433fdb72918ff6e599d18 Y2 - 2020/08/18/09:54:18 ER - TY - RPRT TI - Early Years Toolkit DA - 2018/// PY - 2018 DP - Zotero SP - 15 LA - en ER - TY - GEN TI - IAP2 Spectrum for Public Participation DA - 2018/// PY - 2018 PB - International Association for Public Participation UR - https://cdn.ymaws.com/www.iap2.org/resource/resmgr/pillars/Spectrum_8.5x11_Print.pdf Y2 - 2022/12/17/22:29:51 ER - TY - ELEC TI - Séminaire sur l’employabilité des diplômés organisé par la CITEF T2 - AUF DA - 2018/// PY - 2018 LA - fr-CA UR - https://www.auf.org/nouvelles/agenda/seminaire-lemployabilite-diplomes-organise-citef-mai-2018/ Y2 - 2020/02/02/13:37:08 ER - TY - JOUR TI - Teaching & Learning Toolkit (English/Arabic) DA - 2018/// PY - 2018 DP - Zotero SP - 7 LA - en KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - GEN TI - Toward the 2020 goal of soil-transmitted helminthiasis control and elimination DA - 2018/// PY - 2018 LA - en UR - https://doi.org/10.1371/journal.pntd.0006606 ER - TY - RPRT TI - Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights DA - 2018/// PY - 2018 UR - https://www.unfpa.org/sites/default/files/pub-pdf/Final_Global_Study_English_3_Oct.pdf Y2 - 2023/08/28/11:09:55 ER - TY - JOUR TI - Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla AU - Aaltonen, Antti AU - Hotanen, Valtteri DA - 2018/// PY - 2018 DP - Google Scholar ST - Perinteisistä oppimisympäristöistä villeihin KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania AU - Achandi, Esther L. AU - Mujawamariya, Gaudiose AU - Agboh-Noameshie, Afiavi R. AU - Gebremariam, Shewaye AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rahalivavololona, Njaka AU - Rodenburg, Jonne AU - Rodenburg, Jonne T2 - Journal of Rural Studies AB - © 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies. DA - 2018/// PY - 2018 DO - 10.1016/j.jrurstud.2018.03.011 LA - en AN - LOCAL-SCOPUS_ID:85045241283 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:eastern Africa KW - C:Ethiopia KW - C:Madagascar KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:access KW - F:women KW - P:agricultural KW - P:culture KW - P:production KW - P:services KW - P:technology KW - R:focus groups KW - R:survey KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - THES TI - Interaction with Children with Visual Impairments in the Classroom for All AU - Acheampong, Daniel Yaw DA - 2018/// PY - 2018 DP - Google Scholar M3 - Master's Thesis UR - https://www.duo.uio.no/bitstream/handle/10852/64401/1/Daniel-Yaw-Acheampong-s-Master-Thesis-University-of-Oslo.pdf Y2 - 2024/03/27/15:17:10 ER - TY - JOUR TI - Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya AU - Agufana, PB AU - Too, JK AU - Mukwa, CW T2 - African Journal of Education, Science and Technology AB - 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. DA - 2018/// PY - 2018 LA - en UR - http://repository.mut.ac.ke:8080/xmlui/handle/123456789/3028 AN - UTI-A93857DF-09E0-3D05-BE47-DA8BB16ADE69 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Kenya KW - C:Rwanda KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:assessment KW - F:attitude KW - P:culture KW - P:school teacher KW - Q:ICT KW - Q:lifelong learning KW - Q:open learning KW - T:TVET KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa AU - Ajibade, Benedicta A. AU - Rembe, Symphorosa T2 - Anthropologist DA - 2018/// PY - 2018 DO - 10.31901/24566802.2018/33.1-3.1887 DP - Google Scholar VL - 33 IS - 1-3 SP - 1 EP - 7 KW - __C:filed:1 ER - TY - CHAP TI - Teachers in North-West Nigeria A situation analysis of teacher gaps, effectiveness, and recruitment and deployment processes AU - Akogun, Oladele B AU - Adesina, Adedoyin AU - Iluobi, Ifeatu T2 - Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - CHAP TI - The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria AU - Akogun, Oladele B AU - Adesina, Adedoyin AU - Iluobi, Ifeatu T2 - EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - CHAP TI - The EDOREN Model: Reflections and implications for other DFID programmes AU - Akogun, Oladele B AU - Friedrich, Florian AU - Macauslan, Ian AU - Packer, Steve AU - Rai, Shefali T2 - Education Data, Research and Evaluation in Nigeria (EDOREN DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - RPRT TI - A study of the management and Implementation of the policy on special education needs and disability for improving access of persons with Disabilities to Nigeria’s basic education AU - Akogun, Oladele B AU - Njobdi, Sani AU - Adebukola, Adebayo DA - 2018/// PY - 2018 LA - en UR - www.nigeria-education.org ER - TY - JOUR TI - Multi-Criteria Decision Analysis for Primary School Site Selection in Al-Mahaweel district Using GIS Technique AU - Ali, Khalid Ahmed AB - Site selection is the process of finding sites that meet the requirements set by the selection criteria. The long-term and success sustainability of planning school, finding the appropriate school locations is challenging and an important. This study aims to develop a primary school site selection model using Geographic Information Systems (GIS) integrated new approach. It was carried out by Geographic Information Systems and multi-criteria evaluation model (MCEM). Different criteria were used to suggest a number of potential primary school sites using a spatial analysis, which is the new school should be away from existing schools and the major roads, a new site should also be reliably flat land and on certain types of land use. The population factor of the age group less than 14 years was included as a factor to choose the suitable location. As a result, the final suitability map indicates that 18 % of the study area is suitable for a primary school site, 73% moderately suitable, and 9% of the study area under unsuitable. DA - 2018/// PY - 2018 DP - Zotero VL - 16 SP - 9 LA - en ER - TY - GEN TI - Effects of ceiling fans on the thermal comfort of students in learning environments of Bayero AU - Ali, S.M. AU - Martinson, D.B. AU - Al-Maiyah, S. AU - Mark, C.E. DA - 2018/// PY - 2018 LA - en ER - TY - JOUR TI - How students digitally age: by gaining or losing? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - İlköğretim Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? AU - Altan, Bilge Aslan AU - Karalar, Halit T2 - Elementary Education Online DA - 2018/// PY - 2018 DP - Google Scholar VL - 17 IS - 2 SP - 738 EP - 749 ST - How students digitally age KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - ELEC TI - Innovative Designs | Sequential, Multiple Assignment, Randomized Trial AU - American Institute for Research DA - 2018/// PY - 2018 UR - https://optimizingoutcomes.air.org/innovative-designs.php Y2 - 2022/12/21/23:18:19 ER - TY - ELEC TI - Rapid-Cycle Evaluations AU - American Institute for Research DA - 2018/// PY - 2018 UR - https://optimizingoutcomes.air.org/rapid-cycle.php Y2 - 2022/12/21/22:02:34 ER - TY - ELEC TI - Sequential, Multiple Assignment, Randomized Trial AU - American Institute for Research DA - 2018/// PY - 2018 UR - https://optimizingoutcomes.air.org/innovative-designs.php Y2 - 2022/12/21/23:18:19 KW - Final_citation KW - cited KW - existing ER - TY - JOUR TI - Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners AU - Amod, Zaytoon AU - Heafield, Deidré AU - Seabi, Joseph T2 - International Journal of Disability, Development and Education AB - 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. DA - 2018/// PY - 2018 DO - 10.1080/1034912X.2017.1406067 VL - 65 IS - 4 SP - 421 EP - 441 UR - https://www.researchgate.net/profile/Joseph_Seabi/publication/327727864_Assessing_a_Remedial_Intervention_Programme_in_Developing_the_Planning_Skills_of_Grade_4_and_5_Learners/links/5ba0f5b692851ca9ed12d1bc/Assessing-a-Remedial-Intervention-Programme-in-Developing-the-Planning-Skills-of-Grade-4-and-5-Learners.pdf KW - _Added to LR KW - _G:reviewed ER - TY - JOUR TI - Impacts Two Years After a Scalable Early Childhood Development Intervention to Increase Psychosocial Stimulation in the Home: A Follow-Up of a Cluster Randomised Controlled Trial in Colombia. AU - Andrew, A. AU - Attanasio, O. AU - Fitzsimons, E. AU - Grantham-McGregor, S. AU - Meghir, C. AU - Rubio-Codina, M. T2 - PLoS Med 15 DA - 2018/// PY - 2018 DO - 10.1371/journal.pmed.1002556 SP - 1002556 UR - https://doi.org/10.1371/journal.pmed.1002556 ER - TY - CONF TI - Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline C3 - BAICE Conference, York DA - 2018/// PY - 2018 DP - Google Scholar ST - Global policy agendas and the Education Sustainable Development Goal KW - ⛔ No DOI found ER - TY - CHAP TI - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges AU - Assignon, Efia R. T2 - Handbook of Comparative Studies on Community Colleges and Global Counterparts A2 - Latiner Raby, Rosalind A2 - Valeau, Edward J. AB - Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualified workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will first analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises. CY - Cham DA - 2018/// PY - 2018 DP - Crossref SP - 309 EP - 329 LA - en PB - Springer International Publishing SN - 978-3-319-50910-5 978-3-319-50911-2 ST - Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? UR - http://link.springer.com/10.1007/978-3-319-50911-2_12 Y2 - 2018/09/23/15:03:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. AU - Avitabile, Ciro AU - Hoyos, Rafael De T2 - Journal of Development Economics DA - 2018/// PY - 2018 DO - 10.1016/j.jdeveco.2018.07.008 VL - 135 SP - 318 EP - 348 UR - https://www.sciencedirect.com/science/article/pii/S0304387818304565 ER - TY - JOUR TI - Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system AU - Ayentimi, Desmond Tutu AU - Burgess, John AU - Dayaram, Kantha T2 - Human Resource Development International AB - The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The findings point to a training mismatch, lack of regulations and ineffective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the firms’ ability to find skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed. DA - 2018/// PY - 2018 DO - 10.1080/13678868.2018.1447881 VL - 21 IS - 5 SP - 406 EP - 424 J2 - Human Resource Development International LA - en SN - 1367-8868, 1469-8374 ST - Skilled labour shortage UR - https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing context KW - F:regulation KW - P:social KW - R:impact KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:vocational skills KW - Z:Skilled labour shortages KW - Z:social partnership KW - Z:training and apprenticeship systems KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa AU - Ayodele Ajani, Oluwatoyin T2 - Arts and Social Sciences Journal DA - 2018/// PY - 2018 DO - 10.4172/2151-6200.1000330 DP - DOI.org (Crossref) VL - 09 IS - 02 J2 - Arts Social Sci J SN - 21516200 UR - https://www.omicsonline.org/open-access/needs-for-inservice-professional-development-of-teachers-to-improve-students8217-academic-performance-in-subsaharan-africa-2151-6200-1000330-99235.html Y2 - 2023/03/11/12:34:11 ER - TY - BOOK TI - Design Research in Education: A Practical Guide for Early Career Researchers AU - Bakker, Arthur AB - Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research. DA - 2018/// PY - 2018 DP - Google Books SP - 290 LA - en PB - Routledge SN - 978-1-138-57448-9 ST - Design Research in Education ER - TY - JOUR TI - Unstructured data in marketing AU - Balducci, B AU - Marinova, D T2 - Journal of the Academy of Marketing Science DA - 2018/// PY - 2018 DO - 10.1007/s11747-018-0581-x VL - 46 IS - 4 SP - 557 EP - 590 LA - en ER - TY - JOUR TI - Internet Use by Secondary School Students: A Digital Divide in Sustainable Societies? AU - Ballesta Pagán, Francisco AU - Lozano Martínez, Josefina AU - Cerezo Máiquez, Mari T2 - Sustainability DA - 2018/// PY - 2018 DO - 10.3390/su10103703 DP - Google Scholar VL - 10 IS - 10 SP - 3703 ST - Internet Use by Secondary School Students KW - _C:Ecuador ECU KW - _C:France FRA KW - _C:Spain ESP KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program [Unpublished Manuscript] AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus AU - Rasul, Imran AU - Smurra, Andrea DA - 2018/// PY - 2018 M3 - Unpublished Manuscript PB - Unpublished Manuscript ER - TY - JOUR TI - Mobile learning for science and mathematics school education: A systematic review of empirical evidence AU - Bano, Muneera AU - Zowghi, Didar AU - Kearney, Matthew AU - Schuck, Sandra AU - Aubusson, Peter T2 - Computers & Education DA - 2018/06// PY - 2018 DO - 10.1016/j.compedu.2018.02.006 DP - DOI.org (Crossref) VL - 121 SP - 30 EP - 58 J2 - Computers & Education LA - en SN - 03601315 ST - Mobile learning for science and mathematics school education UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131518300381 Y2 - 2020/04/28/13:14:36 ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 KW - _C:Sierra Leone SLE ER - TY - CHAP TI - CS Unplugged—How Is It Used, and Does It Work? AU - Bell, Tim AU - Vahrenhold, Jan T2 - Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications A2 - Bayro-Corrochano, Eduardo A2 - Hancock, Edwin AB - Computer Science Unplugged has been used for many years as a way to communicate concepts from computer science to audiences in a variety of settings. Despite its widespread use, there is relatively little systematic evaluation of its effectiveness. In this paper we review what (Computer Science) Unplugged means, and the many contexts in which it has been used, as it started as an outreach tool, and then found its way into other contexts such as teacher training, and more recently into the classroom to support a formal curriculum. Formal evaluations of using Computer Science Unplugged as an approach to teaching the subject of computer science are reviewed, and we also reflect on the complex considerations that lie behind the development of activities and puzzles that are simple enough for school students to use. CY - Cham DA - 2018/// PY - 2018 DP - DOI.org (Crossref) VL - 8827 SP - 497 EP - 521 LA - en PB - Springer International Publishing SN - 978-3-319-12567-1 978-3-319-12568-8 UR - http://link.springer.com/10.1007/978-3-319-98355-4_29 Y2 - 2021/03/07/12:19:09 ER - TY - JOUR TI - Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. AU - Belotto, Michael J. T2 - The Qualitative Report DA - 2018/// PY - 2018 DO - 10.46743/2160-3715/2018.3492 DP - Google Scholar VL - 23 IS - 11 SP - 2622 EP - 2633 ST - Data analysis methods for qualitative research UR - https://nsuworks.nova.edu/tqr/vol23/iss11/2/ KW - ___working_potential_duplicate ER - TY - JOUR TI - Methods for evidence synthesis in the case of very few studies AU - Bender, Ralf AU - Friede, Tim AU - Koch, Armin AU - Kuss, Oliver AU - Schlattmann, Peter AU - Schwarzer, Guido AU - Skipka, Guido T2 - Research Synthesis Methods AB - In systematic reviews, meta-analyses are routinely applied to summarize the results of the relevant studies for a specific research question. If one can assume that in all studies the same true effect is estimated, the application of a meta-analysis with common effect (commonly referred to as fixed-effect meta-analysis) is adequate. If between-study heterogeneity is expected to be present, the method of choice is a meta-analysis with random effects. The widely used DerSimonian and Laird method for meta-analyses with random effects has been criticized due to its unfavorable statistical properties, especially in the case of very few studies. A working group of the Cochrane Collaboration recommended the use of the Knapp-Hartung method for meta-analyses with random effects. However, as heterogeneity cannot be reliably estimated if only very few studies are available, the Knapp-Hartung method, while correctly accounting for the corresponding uncertainty, has very low power. Our aim is to summarize possible methods to perform meaningful evidence syntheses in the situation with only very few (ie, 2-4) studies. Some general recommendations are provided on which method should be used when. Our recommendations are based on the existing literature on methods for meta-analysis with very few studies and consensus of the authors. The recommendations are illustrated by 2 examples coming from dossier assessments of the Institute for Quality and Efficiency in Health Care. DA - 2018/// PY - 2018 DO - 10.1002/jrsm.1297 DP - Wiley Online Library VL - 9 IS - 3 SP - 382 EP - 392 LA - en SN - 1759-2887 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1297 Y2 - 2023/11/02/20:49:14 KW - common effect KW - evidence synthesis KW - fixed effects KW - meta-analysis KW - random effects KW - very few studies ER - TY - JOUR TI - Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice AU - Bennett, Sue AU - Lockyer, Lori AU - Agostinho, Shirley T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12683 DP - Google Scholar VL - 49 IS - 6 SP - 1014 EP - 1026 ST - Towards sustainable technology-enhanced innovation in higher education ER - TY - RPRT TI - Ethical Guidelines for Educational Research, fourth edition AU - BERA DA - 2018/// PY - 2018 LA - English PB - BERA ST - Ethical Guidelines for Educational Research UR - https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018-online ER - TY - JOUR TI - Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers AU - Bergeson, Kristi Tamte AU - Rosheim, Kay T2 - International Journal of Education in Mathematics, Science and Technology DA - 2018/// PY - 2018 DO - 10.18404/ijemst.408940 DP - Google Scholar VL - 6 IS - 2 SP - 173 EP - 181 ST - Literacy, Equity, and the Employment of iPads in the Classroom KW - _C:France FRA KW - __C:filed:1 KW - __C:scheme:1 KW - verified ER - TY - JOUR TI - School Finance in Latin America: A Conceptual Framework and a Review of Policies AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Marotta, Luana AU - Martínez, Matias AU - Soares, Sammara AU - Santos, Humberto AU - Vegas, Emiliana T2 - Education Division Social Sector: Inter-American Development Bank DA - 2018/// PY - 2018 DP - Google Scholar ST - School Finance in Latin America KW - ⛔ No DOI found ER - TY - JOUR TI - Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India AU - Bhutoria, Aditi AU - Vignoles, Anna T2 - Journal of Research on Educational Effectiveness DA - 2018/// PY - 2018 DO - 10.1080/19345747.2018.1465317 DP - Google Scholar VL - 11 IS - 3 SP - 409 EP - 432 ST - Do financial education interventions for women from poor households impact their financial behaviors? ER - TY - SLIDE TI - Dual VET - Vocational Education and Training in Germany A2 - BIBB DA - 2018/// PY - 2018 LA - German ST - Dual VET presentation UR - https://www.bibb.de/govet/en/54880.php Y2 - 2019/04/03/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - BLOG TI - Digitization, Digitalization, and Digital Transformation: Confuse Them At Your Peril AU - Bloomberg, J. T2 - Forbes AB - We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next. DA - 2018/// PY - 2018 LA - en ST - Digitization, Digitalization, And Digital Transformation UR - https://www.forbes.com/sites/jasonbloomberg/2018/04/29/digitization-digitalization-and-digital-transformation-confuse-them-at-your-peril/ KW - Final_citation KW - anystyle KW - existing ER - TY - JOUR TI - Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy AU - Bolarina, Fehintola Fatimoh Bintu AU - Akinyele, Temitayo Abosede T2 - International Journal of Vocational and Technical Education Research AB - Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources. DA - 2018/// PY - 2018 VL - 4 IS - 1 SP - 1 EP - 18 LA - en UR - http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:higher education KW - T:CTE KW - T:OE KW - T:PVE KW - T:TVET KW - T:career KW - T:occupational education KW - T:professional and vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Manipulative apps to support students with disabilities in mathematics AU - Bouck, Emily C. AU - Working, Christopher AU - Bone, Erin T2 - Intervention in School and Clinic DA - 2018/// PY - 2018 DO - 10.1177/1053451217702115 DP - Google Scholar VL - 53 IS - 3 SP - 177 EP - 182 KW - __C:filed:1 ER - TY - BOOK TI - Dissemination and implementation research in health: translating science to practice A3 - Brownson, Ross C. A3 - Colditz, Graham A. A3 - Proctor, Enola Knisley CN - R852 .D57 2018 CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN ET - Second edition SP - 515 PB - Oxford University Press SN - 978-0-19-068321-4 ST - Dissemination and implementation research in health KW - Information Dissemination KW - Translational Medical Research KW - methods ER - TY - JOUR TI - Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina DA - 2018/// PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 DP - Zotero SP - 44 LA - en KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Ethiopia ETH KW - _C:Guatemala GTM KW - _C:Honduras HND KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:a ER - TY - RPRT TI - The future of work: Switzerland’s digital opportunity AU - Bughin, Jacques AU - Ziegler, Marco AU - Mischke, Jan AU - Wenger, Felix AU - Reik, Angelika AU - Läubli, Daniel AU - Sen, Mita AU - Schmidt, Minna DA - 2018/// PY - 2018 PB - https://www.mckinsey.com/mgi/overview UR - https://www.mckinsey.com/featured-insights/europe/the-future-of-work-switzerlands-digital-opportunity ER - TY - JOUR TI - A shifting landscape: using tablets to support learning in students with diverse abilities AU - Burke, Anne AU - Hughes, Janette T2 - Technology, Pedagogy and Education DA - 2018/// PY - 2018 DO - 10.1080/1475939x.2017.1396492 DP - Google Scholar VL - 27 IS - 2 SP - 183 EP - 198 ST - A shifting landscape KW - __C:filed:1 ER - TY - JOUR TI - Achieving quality in early childhood education in the Eastern Caribbean depends on teacher preparation AU - Burns, Sheron C. T2 - Early Child Development and Care DA - 2018/// PY - 2018 DO - 10.1080/03004430.2017.1310723 DP - Google Scholar VL - 188 IS - 9 SP - 1246 EP - 1259 ER - TY - JOUR TI - Factors Affecting Students' Acceptance of Tablet PCs: A Study in Italian High Schools AU - Cacciamani, Stefano AU - Villani, Daniela AU - Bonanomi, Andrea AU - Carissoli, Claudia AU - Olivari, Maria Giulia AU - Morganti, Laura AU - Riva, Giuseppe AU - Confalonieri, Emanuela T2 - Journal of Research on Technology in Education DA - 2018/// PY - 2018 DO - 10.1080/15391523.2017.1409672 DP - Google Scholar VL - 50 IS - 2 SP - 120 EP - 133 ST - Factors Affecting Students' Acceptance of Tablet PCs KW - __C:filed:1 ER - TY - JOUR TI - El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria AU - Camacho Martí, Mar AU - Esteve-Mon, Francesc M. DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Dominican Republic DOM KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. AU - Changwe, Robert AU - Mulenga, Innocent Mutale DA - 2018/// PY - 2018 DP - Google Scholar ST - Mathematics teacher education curriculum at a university in Zambia UR - http://dspace.unza.zm/handle/123456789/6588 Y2 - 2023/12/06/15:21:54 KW - ⛔ No DOI found ER - TY - JOUR TI - School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School AU - Chelagat, Abigael AU - Kitainge, Kisilu AU - Were, Gertrude T2 - African Journal of Education,Science and Technology AB - Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject. DA - 2018/// PY - 2018 DP - www.ajest.info VL - 4 IS - 2 LA - en-US ST - School Policies as a Determinant for Selection of Home Science Subject UR - http://www.ajest.info/index.php/ajest/article/view/10 Y2 - 2020/02/02/16:19:01 KW - ⛔ No DOI found ER - TY - JOUR TI - Using machine learning to advance synthesis and use of conservation and environmental evidence AU - Cheng, S. H. AU - Augustin, C. AU - Bethel, A. AU - Gill, D. AU - Anzaroot, S. AU - Brun, J. AU - DeWilde, B. AU - Minnich, R. C. AU - Garside, R. AU - Masuda, Y. J. AU - Miller, D. C. AU - Wilkie, D. AU - Wongbusarakum, S. AU - McKinnon, M. C. T2 - Conservation Biology AB - Article impact statement: Machine learning optimizes processes of systematic evidence synthesis and improves its utility for evidence-based conservation. DA - 2018/// PY - 2018 DO - 10.1111/cobi.13117 DP - Wiley Online Library VL - 32 IS - 4 SP - 762 EP - 764 SN - 1523-1739 UR - https://conbio.onlinelibrary.wiley.com/doi/abs/10.1111/cobi.13117 Y2 - 2020/09/11/13:17:58 ER - TY - JOUR TI - Impacts of climate change on health and wellbeing in South Africa AU - Chersich, Matthew F. AU - Wright, Caradee Y. AU - Venter, Francois AU - Rees, Helen AU - Scorgie, Fiona AU - Erasmus, Barend T2 - International journal of environmental research and public health DA - 2018/// PY - 2018 DO - 10.3390/ijerph15091884 DP - Google Scholar VL - 15 IS - 9 SP - 1884 KW - BE:LMIC KW - BE:RELEVANT ER - TY - GEN TI - Developing theory using machine learning methods AU - Choudhury, P. AU - Allen, R AU - Endres, M. DA - 2018/// PY - 2018 LA - en UR - http://ssrn. ER - TY - CONF TI - Chatbot: An education support system for student AU - Clarizia, Fabio AU - Colace, Francesco AU - Lombardi, Marco AU - Pascale, Francesco AU - Santaniello, Domenico C3 - International Symposium on Cyberspace Safety and Security DA - 2018/// PY - 2018 DO - 10.1007/978-3-030-01689-0_23 DP - Google Scholar SP - 291 EP - 302 PB - Springer ST - Chatbot ER - TY - GEN TI - Perspectives on Elections and the Challenges for Democracy in Nigeria AU - Co- DA - 2018/// PY - 2018 LA - en ER - TY - JOUR TI - Student engagement with computerized practising: Ability, task value, and difficulty perceptions AU - Cornelisz, Ilja AU - Van Klaveren, Chris T2 - Journal of Computer Assisted Learning DA - 2018/// PY - 2018 DO - 10.1111/jcal.12292 DP - Google Scholar VL - 34 IS - 6 SP - 828 EP - 842 ST - Student engagement with computerized practising KW - _C:Netherlands NLD KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Too Little or Too Much? Actionable Advice in an Early-Childhood Text Messaging Experiment AU - Cortes, Kalena E. AU - Fricke, Hans AU - Loeb, Susanna AU - Song, David S. DA - 2018/// PY - 2018 UR - https://www.nber.org/papers/w24827.pdf Y2 - 2020/09/09/10:00:37 ER - TY - JOUR TI - Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda AU - Couper, Ian AU - Couper, Ian AU - Ray, Sunanda AU - Ray, Sunanda AU - Blaauw, Duane AU - Ng'Wena, Gideon AU - Muchiri, Lucy AU - Oyungu, Eren AU - Omigbodun, Akinyinka AU - Omigbodun, Akinyinka AU - Morhason-Bello, Imran AU - Ibingira, Charles AU - Tumwine, James AU - Conco, Daphney AU - Fonn, Sharon T2 - BMC Health Services Research AB - © 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes. DA - 2018/// PY - 2018 DO - 10.1186/s12913-018-3362-9 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Kenya KW - C:Nigeria KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:ministry KW - F:outcomes KW - F:pedagogy KW - F:policy KW - P:health KW - P:media KW - P:services KW - P:technology KW - R:interview KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Curricula KW - Z:Educational models KW - Z:Healthcare providers KW - Z:Healthcare workers KW - Z:Mid-level workers KW - Z:Primary healthcare KW - Z:Quality of healthcare KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment AU - Cox, Margaret J. T2 - Second Handbook of Information Technology in Primary and Secondary Education DA - 2018/// PY - 2018 DP - Google Scholar SP - 1105 ST - Researching Information Technology in Education KW - __C:filed:1 KW - ❓ Multiple DOI ER - TY - JOUR TI - Machine learning methods for crop yield prediction and climate change impact assessment in agriculture AU - Crane-Droesch, Andrew T2 - Environmental Research Letters DA - 2018/// PY - 2018 DO - 10.1088/1748-9326/aae159 DP - Google Scholar VL - 13 IS - 11 SP - 114003 UR - https://iopscience.iop.org/article/10.1088/1748-9326/aae159/meta Y2 - 2024/02/24/11:09:26 ER - TY - BOOK TI - Designing and Conducting Mixed Methods Research AU - Creswell, John AU - Plano Clark, Vicki CY - London DA - 2018/// PY - 2018 ET - 3rd Edition PB - SAGE ER - TY - JOUR TI - Using digital technology to enhance formative assessment in mathematics classrooms AU - Dalby, Diane AU - Swan, Malcolm T2 - British Journal of Educational Technology DA - 2018/// PY - 2018 DO - 10.1111/bjet.12606 DP - Google Scholar VL - 50 IS - 2 SP - 832 EP - 845 KW - _C:Netherlands NLD KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants AU - Dauve-Raeis, Véronique Evelyne Célia DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Geneva ST - Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois KW - _C:Canada CAN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Portugal PRT KW - _C:Saudi Arabia SAU KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Bitcoin's growing energy problem AU - De Vries, Alex T2 - Joule DA - 2018/// PY - 2018 DO - 10.1016/j.joule.2018.04.016 DP - Google Scholar VL - 2 IS - 5 SP - 801 EP - 805 UR - https://www.cell.com/joule/pdf/S2542-4351(18)30177-6.pdf Y2 - 2024/03/17/19:07:34 ER - TY - STAT TI - DFID Digital Strategy AU - DFID DA - 2018/// PY - 2018 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf Y2 - 2020/09/06/17:34:40 ER - TY - RPRT TI - DFID Education Policy: Get Children Learning AU - DFID DA - 2018/// PY - 2018 DP - Zotero SP - 46 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf ER - TY - RPRT TI - Girls Education Challenge: Thematic Review (Education Technology) AU - DFID DA - 2018/// PY - 2018 PB - DFID UR - https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf ER - TY - GEN TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme AU - DFID DA - 2018/// PY - 2018 LA - EN Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Dimensions - A Collaborative Approach to Enhancing Research Discovery AU - Dimensions Resources AU - Adams, Jonathan AU - Phill Jones AU - Porter, Simon AU - Szomszor, Martin AU - Draux, Hélène AU - Osipov, Igor AB - Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities.Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.
DA - 2010/01/01/ PY - 2010 DO - 10.1163/9789460912849_017 DP - brill.com SP - 241 EP - 256 LA - en UR - https://brill.com/view/book/edcoll/9789460912849/BP000017.xml Y2 - 2020/02/02/16:25:30 ER - TY - GEN TI - Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues DA - 2010/01// PY - 2010 LA - en ER - TY - GEN AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - cs ER - TY - GEN TI - 'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en PB - The Boston Press ER - TY - GEN TI - 'I think I'll die here' The Oral Tradition Journal of Poetry AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en PB - Spring UR - http://theoraltradition.ca/W2011/SAjadi.html ER - TY - JOUR TI - 'Landscape Lull' Sunday Sun (National AU - Ajadi, S.B. T2 - November DA - 2010/// PY - 2010 VL - 7 [35 LA - no KW - ⛔ No DOI found ER - TY - GEN TI - 'Portrait of Gani Odutokun' AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en ER - TY - GEN TI - 'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in AU - Ajadi, S.B. AU - Ajadi, S.B. DA - 2010/// PY - 2010 LA - en ER - TY - CONF TI - Malaria Management on the Go among Nigerian Fulani Nomads AU - Akogun, O.B. AU - S, Njobdi AU - Adesina, Adedoyin C1 - Melbourne, Australia C3 - Abstract ID: ABSLT-KLBXB-UBSZ4-48WD2 International Conference of Parasitology DA - 2010/// PY - 2010 LA - zu KW - ⛔ No DOI found ER - TY - JOUR TI - Role of Rapid Diagnostic test (RDT) for malaria in the community management of under-five febrile illnesses in northeastern Nigeria AU - Akogun, Oladele B AU - Adesina, Adedoyin T2 - Analysis and presentation of study results DA - 2010/// PY - 2010 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. AU - Baker-Henningham, Helen AU - Bóo, Florencia López T2 - IDB Working Paper Series DA - 2010/// PY - 2010 VL - 213 UR - https://www.econstor.eu/bitstream/10419/89041/1/IDB-WP-213.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. AU - Banerjee, A.V. AU - Banerji, R. AU - Duflo, E. AU - Glennerster, R. AU - Khemani, S. T2 - American Economic Journal: Economic Policy DA - 2010/// PY - 2010 DO - 10.1257/pol.2.1.1 VL - 2 SP - 1 EP - 30 ER - TY - JOUR TI - Educational outcomes and research from 1:1 computing settings AU - Bebell, D. AU - O'Dwyer, L. M. T2 - Journal of Technology, Learning, and Assessment AB - Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement. DA - 2010/// PY - 2010 VL - 9 IS - 1 SP - 5 EP - 13 ST - Educational outcomes and research from 1:1 computing settings UR - http://www.jtla.org KW - ⛔ No DOI found ER - TY - JOUR TI - Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study AU - Belwal, Rakesh AU - Dawit Ayalew Kassa AU - Medhanie Gaim Asgedom T2 - MERLOT Journal of Online Learning and Teaching AB - Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future. DA - 2010/// PY - 2010 LA - en AN - LOCAL-PQ-1497198752 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:outcomes KW - P:technology KW - Q:distance learning KW - Q:higher education KW - R:case study KW - R:interview KW - R:observation KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:distance learning program KW - Z:Alliances KW - Z:Distance learning KW - Z:Education reform KW - Z:Market entry KW - Z:Qualitative research KW - Z:Technological change KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing the value-added effects of literacy collaborative professional development on student learning AU - Biancarosa, G. AU - Bryk, A.S. AU - Dexter, E.R. T2 - The Elementary School Journal DA - 2010/// PY - 2010 DO - 10.1086/653468 VL - 111 IS - 1 SP - 7 EP - 34 UR - https://doi.org/10.1086/653468. ER - TY - CHAP TI - Contemporary Approaches to Teacher Professional Development AU - Borko, H. AU - Jacobs, J. AU - Koellner, K. T2 - International Encyclopedia of Education DA - 2010/// PY - 2010 DP - CrossRef SP - 548 EP - 556 LA - en PB - Elsevier SN - 978-0-08-044894-7 UR - http://linkinghub.elsevier.com/retrieve/pii/B9780080448947006540 Y2 - 2016/03/26/15:33:55 ER - TY - JOUR TI - Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings AU - Brownson, Ross C AU - Chriqui, Jamie F AU - Burgeson, Charlene R AU - Fisher, Megan C AU - Ness, Roberta B T2 - Annals of Epidemiology AB - Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. DA - 2010/// PY - 2010 DO - 10.1016/j.annepidem.2010.03.001 VL - 20 IS - 6 SP - 436 EP - 444 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3705727/ Y2 - 2021/02/23/00:00:00 ER - TY - JOUR TI - Participatory rural appraisal AU - Chandra, Ganesh T2 - Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin DA - 2010/// PY - 2010 DP - Google Scholar VL - 163 SP - 286 EP - 302 KW - ⛔ No DOI found ER - TY - JOUR TI - Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. AU - Cheyeka, Austin AU - Mulenga, Innocent Mutale AU - Masaiti, Gift DA - 2010/// PY - 2010 DP - Google Scholar ST - Driving the process or driven by the process? UR - http://dspace.unza.zm/bitstream/handle/123456789/6599/The%20Transformation%20of%20Nkhrumah%20College%20of%20Education%20into%20a%20University%20-%20Article.pdf?sequence=1&isAllowed=y Y2 - 2023/12/06/15:41:00 KW - ⛔ No DOI found ER - TY - BOOK TI - Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 AU - Copple, Carol AU - Bredekamp, Sue CY - Washington, D.C. DA - 2010/// PY - 2010 ET - 3 PB - National Association for the Education of Young Children SN - 978-1-928896-64-7 ER - TY - JOUR TI - Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change AU - Dapi, Léonie N. AU - Rocklöv, Joacim AU - Nguefack-Tsague, Georges AU - Tetanye, Ekoe AU - Kjellstrom, Tord T2 - Global Health Action AB - Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning. DA - 2010/12// PY - 2010 DO - 10.3402/gha.v3i0.5610 DP - DOI.org (Crossref) VL - 3 IS - 1 SP - 5610 J2 - Global Health Action LA - en SN - 1654-9716, 1654-9880 ST - Heat impact on schoolchildren in Cameroon, Africa UR - https://www.tandfonline.com/doi/full/10.3402/gha.v3i0.5610 Y2 - 2022/05/28/21:00:49 KW - BE:LMIC KW - BE:RELEVANT ER - TY - BOOK TI - How high-achieving countries develop great teachers AU - Darling-Hammond, Linda AU - Wei, Ruth Chung AU - Andree, Alethea DA - 2010/// PY - 2010 DP - Google Scholar PB - Stanford Center for Opportunity Pollcy in Education ER - TY - JOUR TI - Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. AU - Du Plessis, Joy AU - Muzaffar, Irfan T2 - EQUIP1 DA - 2010/// PY - 2010 KW - ⛔ No DOI found ER - TY - JOUR TI - Reaching The Marginalized AU - Education For All T2 - Global Monitoring Report DA - 2010/// PY - 2010 ST - Reaching The Marginalized UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/ ER - TY - JOUR TI - Sustainable tourism industry development in sub-Saharan Africa: Consequences of foreign hotels for local employment AU - Fortanier, Fabienne AU - Wijk, Jeroen van T2 - International Business Review AB - Abstract While foreign investment in the tourism industry is often considered important in stimulating sustainable development in least developed countries, empirical evidence is still scarce and ambiguous. Focusing on the social (employment) dimension of sustainable development, this paper analyses how foreign firms in the hotel industry influence the quantity of local employment (number of jobs) and its quality (skills). Using interview data with managers of 123 foreign and locally owned hotels in Mozambique, Tanzania and Ethiopia, we find that the simple scale effects of foreign hotels in least developed countries are positive. However, rather than contributing to local human capital via training, foreign firms instead prefer to hire well-trained employees from local hotels. We explore the implications of such reverse knowledge transfer for policy makers in least developed countries. DA - 2010/// PY - 2010 DO - 10.1016/j.ibusrev.2009.11.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0969593109001449 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - C:Ethiopia KW - C:Mozambique KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:policy KW - F:pro-poor KW - P:services KW - P:social KW - P:tourism KW - R:interview KW - T:Training KW - T:trainee KW - Z:Employment KW - Z:Foreign direct investment KW - Z:International hotel industry KW - Z:Knowledge transfer KW - Z:Pro-poor tourism KW - Z:Services KW - Z:Sustainable development KW - publicImportV1 ER - TY - JOUR TI - Secondary Prevention in an RTI Model: A Step Toward Academic Recovery AU - Friedman, Esther Klein T2 - The Reading Teacher AB - The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs. DA - 2010/// PY - 2010 DO - 10.1598/rt.64.3.8 DP - Wiley Online Library VL - 64 IS - 3 SP - 207 EP - 210 LA - en SN - 1936-2714 ST - Secondary Prevention in an RTI Model UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.64.3.8 Y2 - 2020/11/17/09:59:58 KW - _Not used in LR KW - _T:reviewed KW - article KW - assessment KW - childhood KW - early adolescence KW - intervention KW - protocols KW - remediation KW - standardized KW - standards KW - struggling ER - TY - JOUR TI - Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009: a systematic analysis AU - Gakidou, Emmanuela AU - Cowling, Krycia AU - Lozano, Rafael AU - Murray, Christopher J.L. T2 - The Lancet DA - 2010/// PY - 2010 DO - 10.1016/S0140-6736(10)61257-3 VL - 376 SP - 959 EP - 74 ER - TY - GEN TI - Revised National Youth Policy AU - Government of Botswana DA - 2010/// PY - 2010 LA - English Y2 - 2018/11/28/22:06:44 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - publicImportV1 ER - TY - JOUR TI - Community-directed interventions for priority health problems in Africa: results of a multicountry study AU - Group, The C.D.I.Study T2 - Bulletin of the World Health Organization DA - 2010/// PY - 2010 VL - 88 IS - 509 SP - 518 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Using value-added measures of teacher quality AU - Hanushek, E.A. AU - Rivkin, S.G. DA - 2010/// PY - 2010 PB - CALDER Brief ER - TY - JOUR TI - Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide AU - Haßler, Björn AU - Jackson, Alan McNeil T2 - IEEE Transactions on Learning Technologies AB - http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8 DA - 2010/// PY - 2010 DO - 10.1109/tlt.2010.8 VL - 3 IS - 2 SP - 110 EP - 115 J2 - IEEE TLT SN - 1939-1382 ST - Bridging the Bandwidth Gap UR - http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Brazil BRA KW - _C:Guatemala GTM KW - _C:Mexico MEX KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sudan SDN KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature AU - Hennessy, S. AU - Onguko, B. AU - Ang'ondi, E.K. AU - Harrison, D. AU - Namalefe, S. AU - Naseem, A. AU - Wamakote, L. CY - Cambridge, UK and Dar es Salaam, TZ DA - 2010/// PY - 2010 SP - 121 PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. SN - 1 ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf AN - 4316 ER - TY - JOUR TI - Teacher factors influencing classroom use of ICT in sub-Saharan Africa AU - Hennessy, Sara AU - Harrison, David AU - Wamakote, Leonard T2 - Itupale Online Journal of African Studies AB - This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century. DA - 2010/// PY - 2010 DP - Semantic Scholar VL - 2 SP - 39 EP - 54 UR - https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf KW - Schools, Secondary KW - Scientific literature KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching Replays, Teaching Rehearsals and Re-Visions of practice: Learning from colleagues in a mathematics teacher community AU - Horn, I T2 - Teachers College Record: The Voice of Scholarship in Education DA - 2010/// PY - 2010 DO - 10.1177/016146811011200109 UR - http://www.tcrecord.org/Content.asp?ContentId=15820 ER - TY - JOUR TI - The (Perceived) Returns to Education and the Demand for Schooling. AU - Jensen, Robert T2 - The Quarterly Journal of Economics DA - 2010/// PY - 2010 DO - 10.1162/qjec.2010.125.2.515 VL - 125 SP - 515 EP - 548 UR - https://doi.org/10.1162/qjec.2010.125.2.515 ER - TY - JOUR TI - Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) AU - Jules, Didacus AU - Council, Caribbean Examinations T2 - Retrieved October DA - 2010/// PY - 2010 DP - Google Scholar KW - ⛔ No DOI found ER - TY - CHAP TI - Case study for integrating education for sustainable development in model youth polytechnics in Kenya AU - Kelemba, Joy Kasandi DA - 2010/// PY - 2010 UR - https://www.skillsforemployment.org/edmsp1/groups/skills/documents/skpcontent/mwdf/mdaz/~edisp/fm11g_003013.pdf Y2 - 2020/02/02/16:25:14 ER - TY - JOUR TI - China's cooperation in education and training with Kenya: A different model? AU - King, Kenneth T2 - International Journal of Educational Development AB - Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa. DA - 2010/// PY - 2010 DO - 10.1016/j.ijedudev.2010.03.014 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0738059310000362 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:pay KW - T:Training KW - Z:African training in China KW - Z:China's education targets KW - Z:China–Africa KW - Z:China–Kenya KW - Z:Chinese aid KW - Z:Confucius Institutes KW - Z:Forum for China–Africa Cooperation KW - publicImportV1 ER - TY - JOUR TI - Predictors of reading development in deaf children: A 3-year longitudinal study AU - Kyle, Fiona E. AU - Harris, Margaret T2 - Journal of Experimental Child Psychology AB - The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed. DA - 2010/11// PY - 2010 DO - 10.1016/j.jecp.2010.04.011 DP - DOI.org (Crossref) VL - 107 IS - 3 SP - 229 EP - 243 J2 - Journal of Experimental Child Psychology LA - en SN - 00220965 ST - Predictors of reading development in deaf children UR - https://linkinghub.elsevier.com/retrieve/pii/S0022096510000718 AN - 10.1016/j.jecp.2010.04.011;503888:VCBKLZAA Y2 - 2020/03/02/19:21:52 KW - _C:France FRA KW - _C:Netherlands NLD KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Partnerships with industry for efficient and effective implementation of TVET AU - Lee, J T2 - International Journal of Vocational Education and Training AB - This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies. DA - 2010/// PY - 2010 LA - en UR - http://www.academia.edu/download/30906645/ijvet17(2).pdf#page=39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - Q:distance learning KW - R:evaluation KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:firm-based training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering student learning through Tablet PCs: A case study AU - Li, Sandy C AU - Pow, Jacky WC AU - Wong, Emily ML AU - Fung, Alex CW T2 - Education and Information Technologies DA - 2010/// PY - 2010 DO - 10.1007/s10639-009-9103-2 VL - 15 IS - 3 SP - 171 EP - 180 ER - TY - JOUR TI - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness AU - Looi, C. AU - Chen, W. AU - Ng, F. T2 - Computers and Education DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2009.07.003 VL - 54 IS - 1 SP - 14 EP - 26 ST - Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness ER - TY - JOUR AU - Maluccio DA - 2010/// PY - 2010 ER - TY - JOUR TI - Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua AU - Maluccio, John A. AU - Murphy, Alexis AU - Regalia, Ferdinando T2 - Journal of development DA - 2010/// PY - 2010 VL - 2 SP - 87 EP - 116 KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility AU - Matsumura, L.C. AU - Garnier, H.E. AU - Correnti, R. AU - Junker, B. AU - Bickel, D.D. T2 - The Elementary School Journal DA - 2010/// PY - 2010 DO - 10.1086/653469 VL - 111 IS - 1 SP - 35 EP - 62 UR - https://doi.org/10.1086/653469. ER - TY - THES TI - International distance learning in special education: a program evaluation of a US-Ecuador collaboration AU - McPherson, Rebekah AB - The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. DA - 2010/// PY - 2010 LA - English M3 - Ph.D. PB - University of North Texas UR - https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf AN - 818457302 KW - 0529:Special education KW - 0530:Teacher education KW - 0710:Educational technology KW - Curriculum Design KW - Data Collection KW - Disabilities KW - Distance Education KW - Distance learning KW - ERIC, Resources in Education (RIE) KW - Ecuador KW - Education KW - Educational Technology KW - Educational technology KW - Evidence KW - Foreign Countries KW - Graduate Students KW - Higher Education KW - International collaboration KW - Interviews KW - Masters Programs KW - Online instruction KW - Online learning KW - Program Evaluation KW - Program evaluation KW - Research Design KW - Special Education KW - Special education KW - Surveys KW - Teacher education KW - Texas KW - Unfolding model KW - United States KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098174 KW - __finaldtb ER - TY - JOUR TI - Looking to the future: M-learning with the iPad AU - Melhuish, K. & Falloon, G. T2 - Computers in New Zealand Schools: Learning, Leading, Technology DA - 2010/// PY - 2010 VL - 22 IS - 3 SP - 1 EP - 16 UR - http://researchcommons.waikato.ac.nz/handle/10289/5050 KW - ⛔ No DOI found ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - CHAP TI - Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme AU - Moon, Bob T2 - Teacher education through open and distance learning A2 - Danaher, Patrick Alan A2 - Abdurrahman, Umar T3 - Perspectives on distance education CY - Vancouver DA - 2010/// PY - 2010 DP - Google Scholar SP - 121 EP - 142 PB - Commonwealth of Learning (COL) ST - Creating new forms of teacher education UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134 KW - ⛔ No DOI found ER - TY - BOOK TI - Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo AU - Mucauque, Francisco DA - 2010/// PY - 2010 PB - Südwestdeutscher Verlag für Hochschulschriften ER - TY - JOUR TI - Processing speed and working memory underlie academic attainment in very preterm children AU - Mulder, Hanna AU - Pitchford, Nicola J. AU - Marlow, Neil T2 - Archives of Disease in Childhood-Fetal and Neonatal Edition DA - 2010/// PY - 2010 DO - 10.1136/adc.2009.167965 DP - Google Scholar VL - 95 IS - 4 SP - F267 EP - F272 ER - TY - THES TI - Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia AU - Mwansa, Phillip AB - ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings. DA - 2010/// PY - 2010 ST - Implementation of the school programme of in-service for the term(SPRINT): the case of selected basic schools in chipata district of Zambia UR - http://dspace.unza.zm/handle/123456789/3322 Y2 - 2014/04/22/16:49:33 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - SPRINT KW - incomplete ER - TY - JOUR TI - Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania AU - Nartker, AJ AU - Stevens, L T2 - Human Resources for Health DA - 2010/// PY - 2010 DO - 10.1186/1478-4491-8-30 LA - en UR - https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-8-30 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:motivation KW - P:health KW - Q:distance learning KW - T:Training KW - T:career KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - Literature searching for social science systematic reviews: consideration of a range of search techniques AU - Papaioannou, Diana AU - Sutton, Anthea AU - Carroll, Christopher AU - Booth, Andrew AU - Wong, Ruth T2 - Health Information & Libraries Journal AB - Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references. DA - 2010/// PY - 2010 DO - 10.1111/j.1471-1842.2009.00863.x DP - Wiley Online Library VL - 27 IS - 2 SP - 114 EP - 122 LA - en SN - 1471-1842 ST - Literature searching for social science systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x Y2 - 2024/01/18/22:33:05 KW - _TBC for use ailr-2024 ER - TY - GEN AU - Participation AU - Development, National AU - AKCR&D, Kano AU - House, Mambayya DA - 2010/// PY - 2010 ER - TY - JOUR TI - Education access for all AU - Pinnock, Helen AU - Hodgkin, Marian T2 - Forced Migration Review DA - 2010/// PY - 2010 IS - 35 SP - 34 KW - __C:filed:1 KW - ⛔ No DOI found ER - TY - JOUR TI - EGRA Plus: Liberia. Program evaluation report. Prepared for USAID/Liberia under the Education Data for Decision Making (EdData II) project, Early Grade Reading Assessment (EGRA): Plus AU - Piper, B. AU - Korda, M. DA - 2010/// PY - 2010 UR - http://pdf.usaid.gov/pdf_docs/pdacr618.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - Early Grade Reading Assessment (EGRA) Plus: Liberia AU - Piper, B. AU - Poole, M.Korda T3 - Program evaluation report. RTI International. Prepared for USAID/Liberia DA - 2010/// PY - 2010 UR - https://www.eddataglobal.org/documents/index.cfm KW - ⛔ No DOI found ER - TY - BOOK TI - Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. AU - Piper, Benjamin AU - Medina, Korda CY - In DA - 2010/// PY - 2010 PB - Research Triangle ER - TY - JOUR TI - Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province AU - Rakumako, Angeline AU - Laugksch, Rüdiger C. AB - The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics DA - 2010/// PY - 2010 DO - 10.15700/saje.v30n1a319 DP - Semantic Scholar ER - TY - JOUR TI - Teacher learning by script AU - Reeves, J. T2 - Language Teaching Research DA - 2010/// PY - 2010 DO - 10.1177/1362168810365252 VL - 14 IS - 3 SP - 241 EP - 258 UR - https://doi.org/10.1177/1362168810365252. ER - TY - BOOK TI - Humanizing the economy: co-operatives in the age of capital AU - Restakis, John CY - Gabriola Island, BC DA - 2010/// PY - 2010 DP - K10plus ISBN SP - 295 LA - eng PB - New Society Publishers SN - 978-1-55092-461-9 978-0-86571-651-3 ST - Humanizing the economy ER - TY - BOOK TI - The Development Dictionary: A Guide to Knowledge as Power A3 - Sachs, Wolfgang DA - 2010//15/Enero PY - 2010 DP - Amazon ET - 2 SP - 563 LA - en ST - The Development Dictionary ER - TY - JOUR TI - A systematic review of tools used to assess the quality of observational studies that examine incidence or prevalence and risk factors for diseases AU - Shamliyan, T. AU - Kane, R.L. AU - Dickinson, S. T2 - Journal of Clinical Epidemiology DA - 2010/// PY - 2010 DO - 10.1016/j.jclinepi.2010.04.014 VL - 63 IS - 10 SP - 1061 EP - 1070 LA - en ER - TY - CHAP TI - A theory of learning for the mobile age AU - Sharples, Mike AU - Taylor, Josie AU - Vavoula, Giasemi T2 - Medienbildung in neuen Kulturräumen DA - 2010/// PY - 2010 SP - 87 EP - 99 PB - Springer ER - TY - JOUR TI - 'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia AU - Smith, CJ T2 - Innovations in Education and Teaching International AB - In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training) DA - 2010/// PY - 2010 DO - 10.1080/14703291003718950 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/14703291003718950 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - P:service industry KW - Q:degree KW - Q:distance learning KW - Q:open learning KW - R:case study KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Transforming pedagogical practice in mathematics: Moving from telling to listening AU - Suurtamm, C. AU - Vézina, N. T2 - International Journal for Mathematics Teaching and Learning DA - 2010///rd PY - 2010 SP - 31 ST - Transforming pedagogical practice in mathematics: Moving from telling to listening UR - http://www.cimt.plymouth.ac.uk/journal/default.htm KW - ⛔ No DOI found ER - TY - JOUR TI - Enhancing Education for Deaf Children: Research into Practice and Back Again AU - Swanwick, Ruth AU - Marschark, Marc T2 - Deafness & Education International DA - 2010/12// PY - 2010 DO - 10.1179/1557069X10Y.0000000002 DP - DOI.org (Crossref) VL - 12 IS - 4 SP - 217 EP - 235 J2 - Deafness & Education International LA - en SN - 1464-3154, 1557-069X ST - Enhancing Education for Deaf Children UR - http://www.tandfonline.com/doi/full/10.1179/1557069X10Y.0000000002 AN - 10.1179/1557069X10Y.0000000002;503888:CEFI75Q8 Y2 - 2020/03/02/15:32:48 KW - _C:France FRA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Corporate social responsibility reports: a thematic analysis related to supply chain management AU - Tate, W.L. AU - Ellram, LM AU - Kirchoff, J.F. T2 - Journal of Supply Chain Management DA - 2010/// PY - 2010 DO - 10.1111/j.1745-493X.2009.03184.x VL - 46 IS - 1 SP - 19 EP - 44 LA - en ER - TY - JOUR TI - Students and mobile devices AU - Traxler, John T2 - Research in Learning Technology DA - 2010/// PY - 2010 DO - 10.1080/09687769.2010.492847 VL - 18 IS - 2 ER - TY - CHAP TI - Positive Lobbying: A Tool for Youth Empowerment in a Democracy T2 - Issues in Youth Development: A Multidisciplinary Perspective A2 - Umar, B.A. A2 - A., Yusuf M. A2 - Dandago, K.A. DA - 2010/// PY - 2010 SP - 284 EP - 293 LA - en ER - TY - BOOK TI - Reaching the marginalized AU - UNESCO T2 - EFA Global Monitoring Report DA - 2010/// PY - 2010 DP - Google Scholar UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/ Y2 - 2014/04/30/12:13:03 ER - TY - RPRT TI - Technology Tools for Teaching and Training Results AU - USAID DA - 2010/// PY - 2010 UR - http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf Y2 - 2020/08/12/11:27:07 ER - TY - JOUR TI - The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective AU - Vanderlinde, Ruben AU - van Braak, Johan T2 - Computers & education DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2010.02.016 DP - Google Scholar VL - 55 IS - 2 SP - 541 EP - 553 ST - The e-capacity of primary schools ER - TY - JOUR TI - Teaching/learning resources and academic performance in mathematics in secondary schools in Bondo District of Kenya AU - Yara, P.O. AU - Otieno, K.O. T2 - Asian Social Science DA - 2010/// PY - 2010 DO - 10.5539/ass.v6n12p126 VL - 6 IS - 12 SP - 126 EP - 132 UR - https://doi.org/10.5539/ass.v6n12p126. ER - TY - RPRT TI - National ICT Policy of Sierra Leone AU - Ministry of Information and Communications DA - 2009/10/28/ PY - 2009 DP - Zotero SP - 63 LA - en PB - Government of Sierra Leone UR - https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher as imperfect test: Reconceptualizing the referral process AU - Gerber, Michael M. AU - Semmel, Melvyn I. T2 - Educational Psychologist AB - A decade of public policy in special education has failed to yield suitable definitions, identification and assessment procedures, or reliable prevalence estimates of mild handicapping conditions, ... DA - 2009/10/01/ PY - 2009 DO - 10.1080/00461528409529290 DP - www.tandfonline.com LA - en ST - Teacher as imperfect test UR - https://www.tandfonline.com/doi/abs/10.1080/00461528409529290 AN - world Y2 - 2021/03/26/15:53:32 ER - TY - JOUR TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context AU - Boitshwarelo, Bopelo T2 - The International Review of Research in Open and Distributed Learning AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.687 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 19 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/687 Y2 - 2020/05/16/17:10:53 KW - C:Botswana KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate ER - TY - JOUR TI - Comparisons of Citations in Web of Science, Scopus, and Google Scholar for Articles Published in General Medical Journals AU - Kulkarni, Abhaya V. T2 - JAMA DA - 2009/09/09/ PY - 2009 DO - 10.1001/jama.2009.1307 DP - DOI.org (Crossref) VL - 302 IS - 10 SP - 1092 J2 - JAMA LA - en SN - 0098-7484 UR - http://jama.jamanetwork.com/article.aspx?doi=10.1001/jama.2009.1307 Y2 - 2021/05/24/12:00:09 ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J G T2 - Journal of Technology and Teacher Education DA - 2009/08//28th PY - 2009 VL - 15 IS - 1 SP - 101 EP - 118 SN - 1059-7069 ST - Key design factors in durable instructional technology professional development UR - http://findarticles.com/p/articles/mi_7635/is_200701/ai_n32208458/ KW - ⛔ No DOI found ER - TY - JOUR TI - Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement AU - Moher, David AU - Liberati, Alessandro AU - Tetzlaff, Jennifer AU - Altman, Douglas G T2 - British Medical Journal DA - 2009/07/21/ PY - 2009 DO - 10.1136/bmj.b2535 DP - Zotero LA - en UR - https://www.bmj.com/content/339/bmj.b2535 KW - ___working_potential_duplicate ER - TY - GEN TI - Visualizing Topics with Multi-Word Expressions AU - Blei, David M. AU - Lafferty, John D. AB - We describe a new method for visualizing topics, the distributions over terms that are automatically extracted from large text corpora using latent variable models. Our method finds significant $n$-grams related to a topic, which are then used to help understand and interpret the underlying distribution. Compared with the usual visualization, which simply lists the most probable topical terms, the multi-word expressions provide a better intuitive impression for what a topic is "about." Our approach is based on a language model of arbitrary length expressions, for which we develop a new methodology based on nested permutation tests to find significant phrases. We show that this method outperforms the more standard use of $\chi^2$ and likelihood ratio tests. We illustrate the topic presentations on corpora of scientific abstracts and news articles. DA - 2009/07/06/ PY - 2009 DP - arXiv.org PB - arXiv UR - http://arxiv.org/abs/0907.1013 Y2 - 2023/11/02/21:43:47 KW - Statistics - Machine Learning KW - _yl:a ER - TY - JOUR TI - A Measure to Assess Student-Instructor Relationships AU - Creasey, Gary AU - Jarvis, Pat AU - Knapcik, Elyse T2 - International Journal for the Scholarship of Teaching and Learning AB - There is a need for an instrument that assesses student-instructor relationships as many experts speculate that close, non-threatening relationships between students and instructors predict positive achievement orientations, academic progress and success. In this paper, we present reliability and additional validity data concerning the Student-Instructor Relationship Scale, a 36-item inventory we developed that taps studentinstructor relationship connectedness and anxiety. In the first study, college students completed this instrument twice over a 3-4 week time period and the instrument subscales possessed good test-retest reliability. In the second study, the subscales of the SIRS were associated with student perceptions of test anxiety in a randomly determined class. As predicted, student-instructor connectedness was negatively associated with test anxiety and student-instructor anxiety was positively associated with this construct. Study implications and suggestions for future research are offered. DA - 2009/07/01/ PY - 2009 DO - 10.20429/ijsotl.2009.030214 DP - DOI.org (Crossref) VL - 3 IS - 2 J2 - ij-sotl LA - en SN - 1931-4744 UR - http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/14 Y2 - 2022/04/01/17:32:54 ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf KW - _C:Sierra Leone SLE ER - TY - BOOK TI - International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning AU - Maclean, Rupert AU - Wilson, David AB - The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century. DA - 2009/06/29/ PY - 2009 DP - Google Books SP - 3162 LA - en PB - Springer Science & Business Media SN - 978-1-4020-5281-1 ST - International Handbook of Education for the Changing World of Work KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:SSA KW - A:West Africa KW - C:South Africa KW - CLL:en KW - Education / Adult & Continuing Education KW - Education / Counseling / Career Development KW - Education / Vocational KW - _C:Ghana GHA KW - publicImportV1 ER - TY - BOOK TI - Planning for Educational Change: Putting people and their contexts first AU - Wedell, Martin AB - This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities. DA - 2009/04/01/ PY - 2009 DP - Google Books SP - 193 LA - en PB - Bloomsbury Publishing SN - 978-1-4411-9270-7 ST - Planning for Educational Change ER - TY - BOOK TI - The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. T2 - Policy Research Working Papers DA - 2009/03/11/ PY - 2009 DP - elibrary.worldbank.org (Atypon) SP - 43 PB - The World Bank ST - The Use And Misuse Of Computers In Education UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-4836 Y2 - 2024/03/19/22:10:15 KW - COMMUNICATION TECHNOLOGIES KW - CURRICULUM KW - EMPLOYMENT KW - Final_citation KW - HUMAN DEVELOPMENT KW - LEARNING KW - LITERATURE KW - PAPERS KW - QUALITY OF EDUCATION KW - REGULAR CLASSROOM KW - RESEARCH KW - SCHOOL KW - SCHOOLS KW - SCIENCE KW - SOCIAL SCIENCE KW - STUDENTS KW - TEACHER KW - TEACHERS KW - TEACHING KW - TRAINING KW - UNIVERSITY ER - TY - JOUR TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training AU - Hardman, Frank AU - Abd‐Kadir, Jan AU - Agg, Catherine AU - Migwi, James AU - Ndambuku, Jacinta AU - Smith, Fay T2 - Comparative Education AB - This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered. DA - 2009/02/01/ PY - 2009 DO - 10.1080/03050060802661402 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 65 EP - 86 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Changing pedagogical practice in Kenyan primary schools UR - http://dx.doi.org/10.1080/03050060802661402 Y2 - 2015/10/15/15:40:48 KW - C:Kenya KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Tuned in to student access: assessing the impact of interactive radio instruction for the hardest-to-reach AU - Ho, Jennifer AU - Thukral, Hetal DA - 2009/02// PY - 2009 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/uploads/Tuned-Student-Success.pdf ER - TY - JOUR TI - Analysis of the reporting of search strategies in Cochrane systematic reviews AU - Yoshii, Adriana AU - Plaut, Daphne A. AU - McGraw, Kathleen A. AU - Anderson, Margaret J. AU - Wellik, Kay E. T2 - Journal of the Medical Library Association : JMLA AB - 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. DA - 2009/01// PY - 2009 DO - 10.3163/1536-5050.97.1.004 DP - PubMed Central VL - 97 IS - 1 SP - 21 EP - 29 J2 - J Med Libr Assoc SN - 1536-5050 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605027/ Y2 - 2021/04/17/19:27:32 ER - TY - ELEC TI - AusbEignV 2009 - nichtamtliches Inhaltsverzeichnis DA - 2009/// PY - 2009 UR - https://www.gesetze-im-internet.de/ausbeignv_2009/index.html Y2 - 2020/08/08/13:56:55 ER - TY - CHAP TI - The Traditional Informal Apprenticeship System of West Africa as Preparation for Work AU - Ahadzie, William T2 - International Handbook of Education for the Changing World of Work AB - The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005). DA - 2009/// PY - 2009 DP - link.springer.com SP - 261 EP - 275 LA - English PB - Springer, Dordrecht SN - 978-1-4020-5280-4 978-1-4020-5281-1 UR - https://link.springer.com/chapter/10.1007/978-1-4020-5281-1_17 Y2 - 2018/08/13/08:55:07 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - HDR25 KW - Informal KW - West Africa KW - publicImportV1 ER - TY - JOUR TI - Accelerated Learning in Classroom and Computer Environments AU - Akbıyık, Cenk AU - Şimsek, Nurettin AB - Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments. DA - 2009/// PY - 2009 DP - Zotero SP - 21 LA - en KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia AU - Al-Homoud, F. AU - Schmitt, N. T2 - Language Teaching Research AB - Many studies have shown that reading can have a beneficial effect on second language learning, but relatively few of these have focused on extensive reading in classroom environments over a period of time. This study compares an extensive reading class against a more traditional class involving intensive reading and vocabulary exercises. The classes were part of a Saudi college presessional course, and this classroom setting posed several problems for the extensive reading approach, including relatively weak students, an environment where pleasure reading is atypical, and the course being of short duration. The result is that the reported extensive reading class was carried out in what could be considered challenging conditions. Nevertheless, gain scores in reading comprehension ability, reading speed, and vocabulary acquisition showed that the extensive reading approach was just as effective as the intensive approach, even though some of the measurement instruments for these variables should have favored the intensive approach. Moreover, the extensive reading participants reported much more positive attitudes toward reading, their class, and their learning than the participants in the intensive reading group. Overall, these results indicate that, for the variables studied, the extensive reading approach was as good as, or better than, the more focused intensive reading approach. © The Author(s), 2009. DA - 2009/// PY - 2009 DO - 10.1177/1362168809341508 VL - 13 IS - 4 SP - 383 EP - 401 J2 - Lang. Teach. Res. LA - English SN - 13621688 (ISSN) UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350532188&doi=10.1177%2f1362168809341508&partnerID=40&md5=89db14894e026e2f759ef2b7e25bf120 DB - Scopus KW - Extensive reading KW - Intensive reading KW - Learner attitudes KW - Reading comprehension KW - Reading speed KW - Vocabulary acquisition KW - _AcademicRecoveryOECS ER - TY - JOUR TI - Effects of Shade Trees on Illuminance in Classrooms in the United Arab Emirates AU - Al-Sallal, Khaled A. AU - Abu-Obeid, Natheer T2 - Architectural Science Review DA - 2009/12// PY - 2009 DO - 10.3763/asre.2008.0061 DP - DOI.org (Crossref) VL - 52 IS - 4 SP - 295 EP - 311 J2 - Architectural Science Review LA - en SN - 0003-8628, 1758-9622 UR - https://www.tandfonline.com/doi/full/10.3763/asre.2008.0061 Y2 - 2023/11/15/20:08:56 ER - TY - JOUR TI - 21st Century Skills and Competences for New Millennium Learners in OECD Countries, AU - Ananiadou, K AU - Claro M T2 - OECD Education Working Papers DA - 2009/// PY - 2009 DO - 10.1787/218525261154 VL - 41 ER - TY - THES TI - A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda AU - Andrade, Maria Odete dos Reis de AU - others DA - 2009/// PY - 2009 LA - Portuguese M3 - PhD Thesis PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - RPRT TI - An assessment of education and training needs of skilled operatives within the Nigerian construction industry. AU - Awe, EM AU - Stephenson, P AU - Griffith, A CY - Association of Researchers in Construction Management, ARCOM DA - 2009/// PY - 2009 ER - TY - CHAP TI - The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. T2 - Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20 CY - Cambridge, MA DA - 2009/// PY - 2009 UR - https://www.semanticscholar.org/paper/The-Use-andMisuse-of-Computers-in-Education-%3A-from-Barrera-Osorio-Linden/04fbe09878cd7698d341cb2663e23d28 ER - TY - RPRT TI - Alternative education: filling the gap in emergency and post-conflict situations AU - Baxter, Pamela AU - Bethke, Lynne DA - 2009/// PY - 2009 DP - DOI.org (Crossref) SP - 165 EP - 167 LA - en PB - UNESCO ST - Alternative education UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2012.632841 Y2 - 2020/07/27/15:49:46 ER - TY - JOUR TI - The Effect of Pre-Primary Education on Primary School Performance. AU - Berlinski, S. AU - Galiani, S. AU - Gertler, P. T2 - Journal of Public Economics DA - 2009/// PY - 2009 SP - 1 EP - 2 UR - https://www.sciencedirect.com/science/article/abs/pii/S0047272708001308 KW - ⛔ No DOI found ER - TY - JOUR TI - What is implementation research? Rationale, concepts, and practices AU - Bhattacharyya, Onil AU - Reeves, Scott AU - Zwarenstein, Merrick T2 - Research on Social Work Practice DA - 2009/// PY - 2009 DO - 10.1177/1049731509335528 DP - Google Scholar VL - 19 IS - 5 SP - 491 EP - 502 ST - What is implementation research? ER - TY - JOUR TI - Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature AU - Bingimlas, Khalid Abdullah T2 - Eurasia Journal of Mathematics, science and technology education DA - 2009/// PY - 2009 DO - 10.12973/ejmste/75275 DP - Google Scholar VL - 5 IS - 3 SP - 235 EP - 245 ST - Barriers to the successful integration of ICT in teaching and learning environments UR - https://www.ejmste.com/article/barriers-to-the-successful-integration-of-ict-in-teaching-and-learning-environments-a-review-of-the-4156 Y2 - 2024/03/04/14:16:41 KW - Final_citation ER - TY - CHAP TI - Topic models AU - Blei, David M. AU - Lafferty, John D. T2 - Text mining DA - 2009/// PY - 2009 DP - Google Scholar SP - 101 EP - 124 PB - Chapman and Hall/CRC UR - https://www.taylorfrancis.com/chapters/edit/10.1201/9781420059458-12/topic-models-david-blei-john-la%EF%AC%80erty Y2 - 2023/11/02/21:43:48 KW - _yl:b ER - TY - BOOK TI - Introduction to meta-analysis AU - Borenstein, M. AU - Hedges, L.V. AU - Higgins, J.P.T. AU - Rothstein, H.R. CY - Chichester, United Kingdom DA - 2009/// PY - 2009 PB - John Wiley & Sons ER - TY - BOOK TI - Rethinking school feeding: social safety nets, child development, and the education sector AU - Bundy, Donald AP DA - 2009/// PY - 2009 DP - Google Scholar PB - world bank publications ST - Rethinking school feeding ER - TY - JOUR TI - An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe AU - Chitiyo, Rodwell AU - Harmon, Stephen W. T2 - Educational Technology Research and Development DA - 2009/// PY - 2009 DO - 10.1007/s11423-009-9136-7 DP - Google Scholar VL - 57 IS - 6 SP - 807 EP - 830 ER - TY - CONF TI - An investigation of purpose built netbooks for primary school education AU - Cramer, M. AU - Beauregard, R. AU - Sharma, M. T2 - Proceedings of the 8th international conference on interaction design and children DA - 2009/// PY - 2009 DO - 10.1145/1551788.1551796 SP - 36 EP - 43 PB - ACM ST - An investigation of purpose built netbooks for primary school education ER - TY - CHAP TI - Corruption in the Administration of Local Government” T2 - Rural and Community Strategy: The Local Government Perspective A2 - Dalhatu, S. DA - 2009/// PY - 2009 SP - 200 EP - 216 LA - en PB - Kano Benchmark Publisher Ltd ER - TY - JOUR TI - Arizona literature mapper: an integrated approach to monitor and analyze global bioterrorism research literature AU - Dang, Y. AU - Zhang, Y. AU - Chen, H. T2 - Journal of the American Society for Information Science and Technology DA - 2009/// PY - 2009 DO - 10.1002/asi.21077 VL - 60 IS - 7 SP - 1466 EP - 1485 LA - en ER - TY - CHAP TI - Professional learning in the learning profession AU - Darling-Hammond, L. AU - Wei, R.C. AU - Andree, A. AU - Richardson, N. AU - Orphanos, S. T2 - National Staff Development Council CY - Washington, DC DA - 2009/// PY - 2009 UR - http://www.ostrc.org/docs/document_library/ppd/Professionalism/Professional%20Learning%20i ER - TY - JOUR TI - Research review/teacher learning: What matters AU - Darling-Hammond, Linda AU - Richardson, Nikole T2 - Educational leadership DA - 2009/// PY - 2009 VL - 66 IS - 5 SP - 46 EP - 53 KW - ⛔ No DOI found ER - TY - CHAP TI - Vocational Training and the Informal Economy AU - de Largentaye, Armand Rioust T2 - Promoting Pro-poor Growth: Employment DA - 2009/// PY - 2009 DP - Zotero LA - en PB - OECD UR - ttp://www.oecd.org/dataoecd/27/5/43280323.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures AU - Desimone L.M. T2 - Educational Researcher DA - 2009/// PY - 2009 DO - 10.3102/0013189x08331140 VL - 38 IS - 3 SP - 181 EP - 199 ER - TY - JOUR TI - Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures AU - Desimone, L.M. T2 - Educational Researcher DA - 2009/// PY - 2009 DO - 10.3102/0013189X08331140 VL - 38 IS - 3 SP - 181 EP - 199 ST - Improving impact studies of teachers’ professional development UR - https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf KW - ___duplicate_item ER - TY - GEN TI - An implementation research agenda AU - Eccles, Martin P. AU - Armstrong, David AU - Baker, Richard AU - Cleary, Kevin AU - Davies, Huw AU - Davies, Stephen AU - Glasziou, Paul AU - Ilott, Irene AU - Kinmonth, Ann-Louise AU - Leng, Gillian DA - 2009/// PY - 2009 DP - Google Scholar PB - BioMed Central ER - TY - GEN TI - An implementation research agenda AU - Eccles, Martin P. AU - Armstrong, David AU - Baker, Richard AU - Cleary, Kevin AU - Davies, Huw AU - Davies, Stephen AU - Glasziou, Paul AU - Ilott, Irene AU - Kinmonth, Ann-Louise AU - Leng, Gillian DA - 2009/// PY - 2009 DP - Google Scholar PB - BioMed Central ER - TY - JOUR TI - The effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa AU - Fehrler, S. AU - Michaelowa, K. AU - Wechtler, A. T2 - The Journal of Development Studies DA - 2009/// PY - 2009 DO - 10.1080/00220380802663625 VL - 45 IS - 9 SP - 1545 EP - 1578 UR - https://doi.org/10.1080/00220380802663625. ER - TY - RPRT TI - School Enrollment, Selection and Test Scores. AU - Filmer, D. AU - Schady, N. DA - 2009/// PY - 2009 UR - http://documents1.worldbank.org/curated/en/495041468224995463/pdf/WPS4998.pdf KW - ❓ Multiple DOI ER - TY - JOUR TI - Mobile learning projects–a critical analysis of the state of the art AU - Frohberg, Dirk AU - Göth, Christoph AU - Schwabe, Gerhard T2 - Journal of Computer Assisted Learning DA - 2009/// PY - 2009 DO - 10.1111/j.1365-2729.2009.00315.x VL - 25 IS - 4 SP - 307 EP - 331 ER - TY - JOUR TI - Many children left behind? Textbooks and test scores in Kenya AU - Glewwe, P. AU - Kremer, M. AU - Moulin, S. T2 - American Economic Journal: Applied Economics DA - 2009/// PY - 2009 DO - 10.1257/app.1.1.112 VL - 1 IS - 1 SP - 112 EP - 135 UR - https://doi.org/10.1257/app.1.1.112. ER - TY - GEN TI - Mauritius Qualifications Authority Regulations AU - Government of Mauritius DA - 2009/// PY - 2009 UR - http://www.mqa.mu/English/Documents/Regulation%20Framework/MQA%20_Registration_%20Regulations%202009.pdf Y2 - 2018/11/28/01:08:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - Qualification Framework KW - publicImportV1 ER - TY - GEN TI - NQF Act nº67, 2008 - National Qualifications Framework AU - Government of South Africa AB - To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith. DA - 2009/// PY - 2009 LA - English UR - https://www.gov.za/sites/default/files/31909_167.pdf Y2 - 2018/11/28/12:46:21 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - A typology of reviews: an analysis of 14 review types and associated methodologies AU - Grant, Maria J. AU - Booth, Andrew T2 - Health Information & Libraries Journal AB - Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain. DA - 2009/// PY - 2009 DO - 10.1111/j.1471-1842.2009.00848.x DP - Wiley Online Library VL - 26 IS - 2 SP - 91 EP - 108 LA - en SN - 1471-1842 ST - A typology of reviews UR - https://www.researchgate.net/publication/26260835_A_typology_of_reviews_An_analysis_of_14_review_types_and_associated_methologies Y2 - 2020/06/15/10:30:26 ER - TY - JOUR TI - Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study AU - Group, The C.D.I.Study T2 - Bulletin of World Health Organization DA - 2009/// PY - 2009 VL - 88 IS - 509 SP - 518 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Engaging in and engaging with research: teacher inquiry and development AU - Hall, Elaine T2 - Teachers and Teaching DA - 2009/12// PY - 2009 DO - 10.1080/13540600903356985 DP - DOI.org (Crossref) VL - 15 IS - 6 SP - 669 EP - 681 J2 - Teachers and Teaching LA - en SN - 1354-0602, 1470-1278 ST - Engaging in and engaging with research UR - https://nrl.northumbria.ac.uk/id/eprint/42445/1/Engaging%20In%20and%20Engaging%20With%20Research%20-%20Teacher%20Inquiry%20and%20Development.pdf Y2 - 2021/05/31/17:36:37 ER - TY - JOUR TI - A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET AU - Hardman, Frank DA - 2009/// PY - 2009 DP - Google Scholar UR - http://www.ed-dpg.or.tz/pdf/TE/Review%20of%20PRESET%20%26%20INSET%20Report_2009.pdf Y2 - 2014/05/01/13:15:42 KW - ⛔ No DOI found ER - TY - RPRT TI - Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? AU - Hartl, Maria AB - This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account. DA - 2009/// PY - 2009 DP - Zotero LA - en M3 - Paper presented at the FAO-IFAD-ILO Workshop on Gaps, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty PB - International Fund for Agricultural Development, Italy UR - http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Senegal KW - C:Seychelles KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:gender KW - F:policy KW - F:women KW - Q:primary education KW - T:Ausbildung KW - T:TVET KW - T:trainee KW - _C:Ghana GHA KW - gender KW - publicImportV1 ER - TY - JOUR TI - Risk of bias versus quality assessment of randomised controlled trials: cross sectional study AU - Hartling, L. AU - Ospina, M. AU - Liang, Y. T2 - British Medical Journal DA - 2009/// PY - 2009 VL - 339 IS - 1 SP - 1 EP - 6 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. AU - Haßler, Björn DA - 2009/// PY - 2009 DP - Zotero SP - 59 LA - en PB - IIEP KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - BOOK TI - Visible learning: A synthesis of over 800 meta-analyses relating to achievement AU - Hattie, John DA - 2009/// PY - 2009 PB - Routledge ST - Visible learning Y2 - 2015/02/21/12:05:10 ER - TY - MANSCPT TI - A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial AU - He, Fang AU - Linden, Leigh L AU - MacLeod, Margaret DA - 2009/// PY - 2009 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Tuned In to Student Success: Assessing the Impact of Interactive Radio Instruction for the Hardest-to-Reach. AU - Ho, J. AU - Thukral, H. AU - Laflin, M. T2 - Journal of Education DA - 2009/// PY - 2009 SP - 34 EP - 51 UR - http://citeseerx.ist.psu.edu/viewdoc/download KW - ⛔ No DOI found ER - TY - BOOK TI - Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. AU - Hoppers, W CY - Tunisia DA - 2009/// PY - 2009 PB - Association for the Development of Education in Africa UR - https://reliefweb.int/sites/reliefweb.int/files/resources/C3D18352323FC4EC492577F200054B48-Full_Report.pdf ER - TY - RPRT TI - INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement and Post-Crisis Recovery AU - Inter-Agency Network for Education in Emergencies (INEE) AB - This Guidance Note provides a suggested framework for compensating teachers in fragile states, situations of displacement, and post-crisis recovery—situations where teachers are often underpaid or not paid at all. The note focuses on how to develop coordinating polices regarding teacher compensation, how to develop appropriate systems for managing the financial aspects of teacher payment, and how to provide complementary forms of teacher motivation and support to ensure teacher well-being. This document is intended for education program managers of education programme’s working in fragile states, situations of displacement and post-crisis recovery and education authorities within the government. DA - 2009/// PY - 2009 LA - en UR - https://resourcecentre.savethechildren.net/node/12316/pdf/338._inee_guidance_note_on_teacher_compensation.pdf Y2 - 2021/02/11/15:32:54 KW - __C:filed:1 ER - TY - JOUR TI - Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks AU - Kanjee, Anil T2 - Education as change DA - 2009/// PY - 2009 DO - 10.1080/16823200902940599 DP - Google Scholar VL - 13 IS - 1 SP - 73 EP - 89 ST - Enhancing teacher assessment practices in South African schools ER - TY - JOUR TI - Disability in contexts of displacement AU - Karanja, Michael T2 - Disability Studies Quarterly DA - 2009/// PY - 2009 DO - 10.18061/dsq.v29i4.969 VL - 29 IS - 4 KW - __C:filed:1 ER - TY - JOUR TI - The automation of science AU - King, R.D. AU - Rowland, J. AU - Oliver, S.G. T2 - Science DA - 2009/// PY - 2009 DO - 10.1126/science.1165620 VL - 324 IS - 5923 SP - 85 EP - 89 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Universal secondary education in the OECS: Some views on the curriculum AU - King, Winston K. T2 - Journal of Eastern Caribbean Studies DA - 2009/// PY - 2009 DP - Google Scholar VL - 34 IS - 2 SP - 19 EP - 40 ST - Universal secondary education in the OECS KW - ⛔ No DOI found ER - TY - CHAP TI - Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia AU - Kitainge, Kisilu M T2 - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training AB - This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders. C2 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - JOUR TI - Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice AU - Kreitzer, Linda AU - Abukari, Ziblim AU - Antonio, Patience AU - Mensah, Johanna AU - Kwaku, Afram T2 - Social Work Education AB - Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa. DA - 2009/// PY - 2009 DO - 10.1080/02615470802109973 LA - en AN - LOCAL-WOS:000210534600004 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - P:culture KW - P:social KW - T:Ausbildung KW - Z:Localization KW - Z:Participatory Action Research KW - Z:Social Work KW - Z:Social Work Curriculum KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Improving education in the developing world: What have we learned from randomized evaluations? AU - Kremer, M. AU - Holla, A. T2 - Annual Review of Economics DA - 2009/// PY - 2009 DO - 10.1146/annurev.economics.050708.143323 VL - 1 IS - 1 SP - 513 EP - 542 ER - TY - JOUR TI - Incentives to Learn. AU - Kremer, Michael AU - Miguel, Edward AU - Thornton, Rebecca T2 - The Review of Economics and Statistics 91 DA - 2009/// PY - 2009 DO - 10.1162/rest.91.3.437 VL - 3 SP - 437 EP - 456 UR - https://www.nber.org/papers/w10971 ER - TY - THES TI - Nature island tourism: Applying an eco-tourism sustainability framework to the island of Dominica AU - Lambert, Esther DA - 2009/// PY - 2009 DP - Google Scholar M3 - Master's Thesis PB - University of Waterloo ST - Nature island tourism ER - TY - THES TI - The effects of continuing professional development (CPD) though sprint on teacher classroom practices and student learning outcomes AU - Mazala, Chileya Mbasilu AB - This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities. DA - 2009/// PY - 2009 UR - http://dspace.unza.zm/handle/123456789/415 Y2 - 2014/04/22/17:20:56 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - SPRINT ER - TY - JOUR TI - Vocational Education and Training for Sustainability in South Africa: The Role of Public and Private Provision AU - McGrath, Simon AU - Akoojee, Salim T2 - International Journal of Educational Development AB - Written in the twilight of the Mbeki Presidency, this paper considers the role that skills development has in the sustainability of the South African political-economic project. It explores some of the disarticulations of public policy and argues that these both undermine public sector delivery and open up opportunities for private provision to be, under certain circumstances, more responsive to the challenges of national development. We argue that there is a possibility that the state could work more smartly with both sets of providers. Crucially, however, this would necessitate working more smartly within itself. This was a major plank of the Mbeki strategy but it has failed conspicuously with regard to the Education-Labour relationship. Whether a new President can achieve a radical reworking of this relationship may be an important indicator of the viability of any new development project. (Contains 1 table.) DA - 2009/// PY - 2009 DO - 10.1016/j.ijedudev.2008.09.008 LA - en AN - DOI-10.1016/j.ijedudev.2008.09.008 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - F:pay KW - F:policy KW - P:economy KW - P:social KW - T:TVET KW - Z:Economic Development KW - Z:Educational Development KW - Z:Foreign Countries KW - Z:Political Attitudes KW - Z:Politics KW - Z:Presidents KW - Z:Public Policy KW - Z:Public Sector KW - Z:Role KW - Z:Skill Development KW - Z:Sustainable Development KW - Z:Vocational Education KW - publicImportV1 ER - TY - RPRT TI - Building Quality in Summer Learning Programs: Approaches and Recommendations AU - McLaughlin, Brenda AU - Pitcock, Sarah CY - New York, NY DA - 2009/// PY - 2009 DP - Zotero SP - 39 LA - en PB - The Wallace Foundation UR - https://www.wallacefoundation.org/knowledge-center/Documents/Building-Quality-in-Summer-Learning-Programs.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Education and Fragility: A Synthesis of the Literature AU - Mosselson, Jacqueline AU - Wheaton, Wendy AU - Frisoli, Paul St John AB - The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility. DA - 2009/// PY - 2009 DP - Zotero SP - 17 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Development of executive function and attention in preterm children: a systematic review AU - Mulder, Hanna AU - Pitchford, Nicola J. AU - Hagger, Martin S. AU - Marlow, Neil T2 - Developmental neuropsychology DA - 2009/// PY - 2009 DO - 10.1080/87565640902964524 DP - Google Scholar VL - 34 IS - 4 SP - 393 EP - 421 ST - Development of executive function and attention in preterm children ER - TY - BOOK TI - Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia AU - Mulkeen, Aidan AU - Higgins, Cathal DA - 2009/// PY - 2009 DP - Google Scholar PB - The World Bank ST - Multigrade teaching in sub-Saharan Africa ER - TY - JOUR TI - Technology as small group face-to-face collaborative scaffolding AU - Nussbaum, M. AU - Alvarez, C. AU - McFarlane, A. AU - Gomez, F. AU - Claro, S. AU - Radovic, D. T2 - Computers and Education DA - 2009/// PY - 2009 DO - 10.1016/j.compedu.2008.07.005 VL - 52 IS - 1 SP - 147 EP - 153 ST - Technology as small group face-to-face collaborative scaffolding ER - TY - BOOK TI - Creating effective teaching and learning environments: first results from TALIS A3 - OECD CY - Paris DA - 2009/// PY - 2009 DP - Gemeinsamer Bibliotheksverbund ISBN SP - 305 LA - en PB - OECD SN - 978-92-64-05605-3 ST - Creating effective teaching and learning environments KW - C:OECD countries ER - TY - RPRT TI - Creating Effective Teaching and Learning Environments: First Results from TALIS AU - Organisation for Economic Co-operation and Development [OECD] CY - Paris DA - 2009/// PY - 2009 SP - 310 PB - OECD ST - Creating Effective Teaching and Learning Environments: First Results from TALIS ER - TY - JOUR TI - Formalising the informal: Ghana's National Apprenticeship Programme AU - Palmer, Robert T2 - Journal of Vocational Education & Training DA - 2009/03// PY - 2009 DO - 10.1080/13636820902820048 DP - Crossref VL - 61 IS - 1 SP - 67 EP - 83 LA - en SN - 1363-6820, 1747-5090 ST - Formalising the informal UR - http://www.tandfonline.com/doi/abs/10.1080/13636820902820048 AN - UA-1503019d-9114-4b99-90dd-5993f7825975 Y2 - 2019/03/10/14:47:55 ER - TY - THES TI - Blogging as critical praxis: becoming a critical teacher educator in the age of participatory culture AU - Pascarella, John AB - This self-study of becoming a critical teacher educator extends the research on blogs as a vehicle of critical self-reflection in teaching and teacher education. While the primary focus of this thesis is a self-study of the process of becoming a teacher educator, the author presents findings based on discursive data collected from blogs produced by teacher candidates in two case studies, which inform this process of becoming. The case studies are represented as two “strands”: one carried out in Montréal, Quebec, Canada, at McGill University, and the other carried out near Durban, KwaZulu-Natal, South Africa, at the University of KwaZulu-Natal. Like prior studies involving the use of blogs in teacher preparation, this study examines pre-service teachers’ critical engagement with topics and issues endemic to their current field experiences and future careers in K-12 classrooms. The instructional techniques deployed in the case studies adhered to principles of modeling technology integration in order to transform teaching and learning activities by facilitating a learning environment for pre-service teacher candidates informed by the tenets of critical pedagogy. In this vein, this study examines the implementation of a particular instructional strategy, problem-posing pedagogy, as a practice that integrates the use of blogs to aid the achievement of pre-service teacher candidates’ “critical self-engagement” as well as contribute to the author’s development as a critical teacher educator. DA - 2009/// PY - 2009 LA - English M3 - Ph.D. PB - McGill University UR - https://escholarship.mcgill.ca/concern/theses/wp988k86s KW - 0530:Teacher education KW - 0710:Educational technology KW - Blogging KW - Critical praxis KW - Culture KW - Education KW - Educational technology KW - Participatory culture KW - Teacher education KW - Teacher educator KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097704 KW - __finaldtb ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Integrated Education Program: Impact study of SMRS using early grade reading assessment in three provinces in South Africa. AU - Piper, Benjamin T2 - In. RTI International DA - 2009/// PY - 2009 KW - ⛔ No DOI found ER - TY - CONF TI - Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora AU - Ramage, Daniel AU - Hall, David AU - Nallapati, Ramesh AU - Manning, Christopher D. C3 - Proceedings of the 2009 conference on empirical methods in natural language processing DA - 2009/// PY - 2009 DP - Google Scholar SP - 248 EP - 256 ST - Labeled LDA UR - https://aclanthology.org/D09-1026.pdf Y2 - 2024/02/23/17:09:52 KW - ⛔ No DOI found ER - TY - CHAP TI - Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2) AU - Reubens, A. T2 - What causes differences in achievement in Zimbabwe’s secondary schools CY - Research Triangle Park, NC DA - 2009/// PY - 2009 PB - RTI International UR - http://pdf.usaid.gov/pdf_docs/PNADS440.pdf. ER - TY - JOUR TI - Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study. AU - Sahin, Mehmet AU - Yorek, Nurettin T2 - Online Submission DA - 2009/// PY - 2009 DP - Google Scholar VL - 6 IS - 4 SP - 19 EP - 26 ST - Teaching Science to Visually Impaired Students UR - https://eric.ed.gov/?id=ED505732 Y2 - 2024/03/27/15:17:12 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementation science: understanding the translation of evidence into practice AU - Tansella, Michele AU - Thornicroft, Graham T2 - The British Journal of Psychiatry DA - 2009/// PY - 2009 DO - 10.1192/bjp.bp.109.065565 DP - Google Scholar VL - 195 IS - 4 SP - 283 EP - 285 ST - Implementation science ER - TY - BOOK TI - Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences AU - Teddlie, C. AU - Tashakkori, A. CY - London DA - 2009/// PY - 2009 PB - Sage ST - Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - JOUR TI - Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. AU - Thakrar, Jayshree AU - Zinn, Denise AU - Wolfenden, Freda T2 - International Review of Research in Open & Distance Learning DA - 2009/// PY - 2009 DO - 10.19173/irrodl.v10i4.705 VL - 10 IS - 4 SP - 1 EP - 15 SN - 1492-3831 ST - Harnessing open educational resources to the challenges of teacher education in sub-Saharan Africa UR - http://www.irrodl.org/index.php/irrodl/article/view/705 ER - TY - CHAP TI - Applications of Remote Sensing and Geographic Information System (GIS) on Environmental Management – a synoptic view AU - Tudunwada, I.Y. T2 - Paper presented to the Nigerian Environmental Society on CY - Dorayi, Kano DA - 2009/// PY - 2009 LA - en PB - Imamu Wali Training Center ER - TY - CONF TI - Sustainable Agriculture and Climate Change in Nigeria AU - Tudunwada, I.Y. C3 - 5th Conference/seminar of the National Council of Local Government Departments of Agriculture (NACOLGDA) at merit House, Maitama, Abuja. 10th DA - 2009/// PY - 2009 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing AU - Tudunwada, I.Y. DA - 2009/// PY - 2009 LA - en ER - TY - JOUR TI - Socio – Economic and Environmental Factors Influencing Fertilizer Practice Among Farmers in the Kano Close Settled Zone AU - Tudunwada, I.Y. AU - Essiet, E.U. T2 - Bayero Journal of Interdisciplinary Studies DA - 2009/// PY - 2009 VL - 1 IS - 2 SP - 250 EP - 275 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Guide to measuring information and communication technologies (ICT) in education. AU - UNESCO Institute for Statistics CY - Montreal DA - 2009/// PY - 2009 DP - Open WorldCat LA - English PB - UNESCO Institute for Statistics SN - 978-92-9189-078-1 ER - TY - BOOK TI - Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training A3 - Wang, Victor X. DA - 2009/// PY - 2009 DP - DOI.org (Crossref) PB - IGI Global SN - 978-1-60566-739-3 978-1-60566-740-9 ST - Handbook of Research on E-Learning Applications for Career and Technical Education UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-60566-739-3 Y2 - 2020/02/02/16:19:40 ER - TY - JOUR TI - Educational reform, enquiry‐based learning and the re‐professionalisation of teachers AU - Williamson, Ben AU - Morgan, John T2 - The Curriculum Journal DA - 2009/09// PY - 2009 DO - 10.1080/09585170903195894 DP - DOI.org (Crossref) VL - 20 IS - 3 SP - 287 EP - 304 J2 - Curric. j. LA - en SN - 0958-5176, 1469-3704 UR - https://www.researchgate.net/publication/248993852_Educational_reform_enquiry-based_learning_and_the_re-professionalisation_of_teachers Y2 - 2021/05/31/18:01:13 ER - TY - THES TI - Berufsbildung und Kultur – Ein Beitrag zur Theorie der Berufsbildung in der Entwicklungszusammenarbeit AU - Wolf, Stefan DA - 2009/// PY - 2009 DP - Zotero LA - de UR - https://d-nb.info/99385222x/34 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms AU - Wurst, Christian AU - Smarkola, Claudia AU - Gaffney, Mary Anne T2 - Computers & Education AB - Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops. DA - 2008/12/01/ PY - 2008 DO - 10.1016/j.compedu.2008.05.006 DP - ScienceDirect VL - 51 IS - 4 SP - 1766 EP - 1783 J2 - Computers & Education LA - en SN - 0360-1315 ST - Ubiquitous laptop usage in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131508000808 Y2 - 2020/04/21/17:05:32 KW - Computer-mediated communication KW - Pedagogical issues KW - Post-secondary education ER - TY - JOUR TI - Experimenting With Teacher Professional Development: Motives and Methods AU - Wayne, A. J. AU - Yoon, K. S. AU - Zhu, P. AU - Cronen, S. AU - Garet, M. S. T2 - Educational Researcher AB - A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. DA - 2008/11/01/ PY - 2008 DO - 10.3102/0013189X08327154 DP - CrossRef VL - 37 IS - 8 SP - 469 EP - 479 J2 - Educational Researcher LA - en SN - 0013-189X ST - Experimenting With Teacher Professional Development UR - https://doi.org/10.3102/0013189X08327154 Y2 - 2016/03/26/13:27:50 KW - C:United States / International ER - TY - JOUR TI - Dietary patterns related to attainment in school: the importance of early eating patterns AU - Feinstein, L. AU - Sabates, R. AU - Sorhaindo, A. AU - Rogers, I. AU - Herrick, D. AU - Northstone, K. AU - Emmett, P. T2 - Journal of Epidemiology & Community Health AB - Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet. DA - 2008/08/01/ PY - 2008 DO - 10.1136/jech.2007.068213 DP - jech.bmj.com VL - 62 IS - 8 SP - 734 EP - 739 LA - en SN - 0143-005X, 1470-2738 ST - Dietary patterns related to attainment in school UR - https://jech.bmj.com/content/62/8/734 Y2 - 2023/01/07/20:45:50 ER - TY - RPRT TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) AU - International Monetary Fund AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided. CY - Washington D.C. DA - 2008/07// PY - 2008 LA - en SN - 08/250 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204 Y2 - 2020/12/15/19:11:56 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - : Passing Success Across the Generations AU - Feinstein, Leon AU - Duckworth, Kathryn AU - Sabates, Ricardo AB - Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners. CY - London DA - 2008/06/25/ PY - 2008 SP - 240 PB - Routledge SN - 978-0-203-89492-7 ER - TY - JOUR TI - Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt AU - Sabates-Wheeler, Rachel AU - Sabates, Ricardo AU - Castaldo, Adriana T2 - Social Indicators Research AB - Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty. DA - 2008/06/01/ PY - 2008 DO - 10.1007/s11205-007-9154-y DP - Springer Link VL - 87 IS - 2 SP - 307 EP - 328 J2 - Soc Indic Res LA - en SN - 1573-0921 ST - Tackling Poverty-migration Linkages UR - https://doi.org/10.1007/s11205-007-9154-y Y2 - 2023/01/07/20:45:59 KW - Migration KW - Poverty KW - Subjective poverty ER - TY - RPRT TI - Teaching in Cambodia AU - Benveniste, Luis AU - Marshall, Jeffery AU - Araujo, M. Caridad AB - This report aims to address some of the Ministry of Education, Youth and Sport's (MoEYS) specific concerns in the area of teacher civil service reform as it considers alternatives for the next phase of Cambodia's educational development. This study uses the most recent empirical data to document the most salient trends around Cambodian teachers: their attributes, the characteristics of their jobs relative to those of other professionals, and their working conditions, as well as aggregate data on how the teaching profession is responding to the demands of a rapidly growing school system. This report also reviews the most important policies that affect teachers' salaries, contracts and incentives to join the profession and remain in it. It also provides observational data of teacher classroom performance and attendance, while linking student academic outcomes to teaching inputs. The objective of this study is to inform the dialogue around policy reforms that may affect the education sector, the civil service, and teachers in particular. CY - Washington, DC DA - 2008/06// PY - 2008 DP - openknowledge.worldbank.org LA - en_US PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/8073 Y2 - 2022/07/13/08:57:24 KW - Attendance KW - Civil Service KW - Classroom Performance KW - Contracts KW - Educational Development KW - Incentives KW - Salaries KW - School System KW - Teachers KW - Working Conditions ER - TY - JOUR TI - Are Educational Vouchers Only Redistributive? AU - Bettinger, E. AU - Kremer, M. AU - Saavedra, J.E. T2 - CESifo Conference Center DA - 2008/05/16/ PY - 2008 KW - ⛔ No DOI found ER - TY - JOUR TI - Where are we at? An empirical study of levels and methods of evaluating continuing professional development AU - Muijs, D AU - Lindsay, G T2 - British Educational Research Journal DA - 2008/04/02/ PY - 2008 DO - 10.1080/01411920701532194 VL - 34 IS - 2 SP - 195 EP - 211 ST - Where are we at? An empirical study of levels and methods of evaluating continuing professional development ER - TY - JOUR TI - "Let's not leave this problem": exploring inclusive education in rural South Africa AU - Mitchell, Claudia AU - De Lange, Naydene AU - Thuy, Nguyen-Thi Xuan T2 - Prospects: Quarterly Review of Comparative Education AB - Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented. DA - 2008/03// PY - 2008 DO - 10.1007/s11125-008-9057-y VL - 38 IS - 1 SP - 99 EP - 112 LA - English SN - 0033-1538, 0033-1538 UR - https://www.academia.edu/14219181/_Let_s_not_leave_this_problem_exploring_inclusive_education_in_rural_South_Africa AN - 61950460; EJ815151 KW - Access to Education KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Developing Nations KW - Disabilities KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Change KW - Educational Policy KW - Foreign Countries KW - Human immunodeficiency virus--HIV KW - Inclusive Schools KW - Mainstreaming KW - Multicultural education KW - Policymakers KW - Poverty KW - Researchers KW - Rural Areas KW - Rural areas KW - Social Attitudes KW - Social Bias KW - Social Isolation KW - Social Justice KW - Social activism KW - South Africa KW - Special Needs Students KW - Teacher Attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098725 KW - __finaldtb ER - TY - RPRT TI - Curricula, examinations, and assessment in secondary education in sub-saharan Africa AU - Bregman, Jacob AU - Verspoor, Adriaan AU - Klosowska, Kasha AB - Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wider range of options, including vocational education and the world of work. Curriculum reforms in Sub-Saharan Africa (SSA) require comprehensive approaches directed at the complexity of the educational system at large. It requires the acknowledgement of past obstacles and current challenges to reform, as well as the challenges additionally created by the reforms. Human and physical resources, perceptions, experiences with past reforms and current school and classroom practices determine the limits of what educational systems can absorb in terms of development. Many high political ambitions have implications that are beyond current context and conditions. It therefore makes sense to have realistic ambitions and scope of curriculum reform, because these may increase the potential for successful implementation. Sometimes, less could actually be more. It is recommended that curriculum reform and strategies be based on the realities on the ground and much less on political ambitions. Implementation of curricula depends on improved coordination of development efforts with a focus on curriculum. It is recommended to increase the efficiency, clearly define institutional responsibilities, and provide for better cooperation and communication with across existing institutions and departments. DA - 2008/02/15/ PY - 2008 DP - documents.worldbank.org SP - 1 EP - 142 LA - en PB - The World Bank SN - 42565 UR - http://documents.worldbank.org/curated/en/395361468202448389/Curricula-examinations-and-assessment-in-secondary-education-in-sub-saharan-Africa Y2 - 2020/04/28/10:33:21 ER - TY - BOOK TI - Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa AU - World Bank T2 - World Bank Working Papers DA - 2008/02/06/ PY - 2008 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7348-4 978-0-8213-7349-1 UR - http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-7348-4 Y2 - 2020/04/28/10:38:03 ER - TY - JOUR TI - Video as a tool for fostering productive discussions in mathematics professional development AU - Borko, Hilda AU - Jacobs, Jennifer AU - Eiteljorg, Eric AU - Pittman, Mary Ellen T2 - Teaching and Teacher Education AB - This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period. DA - 2008/02/01/ PY - 2008 DO - 10.1016/j.tate.2006.11.012 DP - ScienceDirect VL - 24 IS - 2 SP - 417 EP - 436 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X0600179X Y2 - 2020/08/05/12:15:25 KW - C:United States KW - Mathematics education KW - Mathematics teachers KW - Professional development KW - Teacher learning KW - Video ER - TY - JOUR TI - Rhizomatic Education: Community as Curriculum AU - Cormier, Dave T2 - Innovate: Journal of Online Education AB - The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. (Contains 4 exhibits.) DA - 2008/01/01/ PY - 2008 DP - ResearchGate VL - 4 J2 - Innovate: Journal of Online Education ST - Rhizomatic Education KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools AU - Hardman, Frank AU - Abd-Kadir, Jan AU - Smith, Fay T2 - International Journal of Educational Development AB - This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered. DA - 2008/01// PY - 2008 DO - 10.1016/j.ijedudev.2007.02.008 DP - ScienceDirect VL - 28 IS - 1 SP - 55 EP - 69 J2 - International Journal of Educational Development SN - 0738-0593 ST - Pedagogical renewal UR - http://www.sciencedirect.com/science/article/pii/S0738059307000235 Y2 - 2015/10/15/15:38:04 ER - TY - CONF TI - Actes du colloque international RAIFFET de Hammamet en Tunisie AB - Éducation technologique, formation professionnelle et lutte contre la pauvreté Adel Bouras, Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein éditeurs Sous le patronage de Monsieur le Ministre de l’Enseignement Supérieur, de la Recherche Scientifique et de la Technologie de la République Tunisienne; Organisation des Nations Unies pour l’Éducation, la Science et la Culture United Nations for Éducation, Science and Culture Organisation Partenaires Il a été … C3 - RAIFFET DA - 2008/// PY - 2008 LA - fr UR - https://raiffet.org/actes-colloque-international-raiffet-de-hammamet-tunisie-15-18-avril-2008/ Y2 - 2020/02/02/11:12:23 KW - ⛔ No DOI found ER - TY - CHAP TI - Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective T2 - Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association DA - 2008/// PY - 2008 SP - 78 EP - 88 LA - en ER - TY - JOUR TI - The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa AU - Ajuwon, A A AU - Rhine, L T2 - Health Information & Libraries Journal AB - Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role. DA - 2008/// PY - 2008 DO - 10.1111/j.1471-1842.2007.00758.x LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2007.00758.x KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Kenya KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:electro KW - P:health KW - P:service industry KW - Q:ICT KW - Q:distance learning KW - T:Ausbildung KW - T:Training KW - __C:filed:1 KW - publicImportV1 ER - TY - BOOK TI - Towards Dialogic Teaching: Rethinking Classroom Talk AU - Alexander, Robin CY - York DA - 2008/// PY - 2008 ET - 4 PB - Dialogos ER - TY - BOOK TI - Education for all, the quality imperative and the problem of pedagogy AU - Alexander, Robin J CY - Brighton DA - 2008/// PY - 2008 DP - Open WorldCat LA - English PB - CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex SN - 0-901881-25-2 978-0-901881-25-0 ER - TY - RPRT TI - Mapping Non-formal Education at Post-primary Educational Level in Uganda AU - Bananuka, T AU - Katahoire, AR AB - 1. This paper explores various cases of non-formal education at post-primary education level in Uganda with special focus on the analysis of the context of NFE provision and the curriculum. Other issues explored included educator training, materials development, teaching and learning methods, policy development and implementation, the relationship with formal education, linkages with work and employment and issues of sustainability and continuity. 2. The study findings suggest that Non-formal Education at post-primary education level is run on a rather ad hoc basis without clearly defined structures save for the recent initiatives in Community Polytechnics. Much as various policy documents and statements advocate for the integration of Non-Formal Education into the PPE level and the education system as a whole, the policy statements lack proper follow up and coherence. This is a contrast to government’s commitment to international protocols and proclamations on EFA – a position that would have seen NFE clearly streamlined in the entire education system. 3. Despite the lack of a policy framework to direct Non-Formal Education at PPE level, a number of advancements in terms of policies have been made. These include the draft Education Bill for educationally disadvantaged children at primary level and the adoption of a modularized curriculum for Community Polytechnics. These advancements however have not come easy as government has over time backtracked on the issue of Non-Formal Education particularly at PPE level. 4. Notable challenges still facing Non-Formal Education in Uganda include lack of specialized training for trainers, limited funding for the education sector which renders NFE a none priority and lack of policy framework to regulate and inform NFE as an alternative route to PPE in the country among others. DA - 2008/// PY - 2008 LA - en M3 - Working document UR - http://cees.mak.ac.ug/sites/default/files/publications/Session.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:PhD KW - Q:community education KW - Q:primary education KW - T:TVET KW - T:company-based training KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessing the impact of the trauma team training program in Tanzania AU - Bergman, Simon AU - Deckelbaum, Dan AU - Lett, Ronald AU - Haas, Barbara AU - Demyttenaere, Sebastian AU - Munthali, Victoria AU - Mbembati, Naboth AU - Museru, Lawrence AU - Razek, Tarek AU - Razek, Tarek T2 - Journal of Trauma - Injury, Infection and Critical Care AB - 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. DA - 2008/// PY - 2008 DO - 10.1097/ta.0b013e318184a9fe LA - en AN - LOCAL-SCOPUS_ID:67650627114 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:assessment KW - F:disability KW - P:media KW - P:nurse KW - R:evaluation KW - R:impact KW - R:questionnaire KW - T:Training KW - Z:Education KW - Z:Team assessment KW - Z:Trauma team training KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Giving Children a Better Start: Preschool Attendance and School-Age Profiles. AU - Berlinski, Samuel AU - Galiani, Sebastian AU - Manacorda, Marco T2 - Journal of Public Economics DA - 2008/// PY - 2008 DO - 10.1016/j.jpubeco.2007.10.007 SP - 1416 EP - 1440 UR - http://personal.lse.ac.uk/manacorm/preschool.pdf ER - TY - JOUR TI - The current state of e-learning at universities in Zimbabwe: Opportunities and challenges AU - Chitanana, Lockias AU - Makaza, Daga AU - Madzima, Kudakwashe T2 - International Journal of Education and Development using ICT DA - 2008/// PY - 2008 DP - Google Scholar VL - 4 IS - 2 SP - 5 EP - 15 ST - The current state of e-learning at universities in Zimbabwe KW - ⛔ No DOI found ER - TY - JOUR TI - The hidden ones: children with disabilities in Africa and the right to education AU - Combrinck, Helene T2 - Children’s rights in Africa: A legal perspective DA - 2008/// PY - 2008 DP - Google Scholar SP - 311 ST - The hidden ones KW - ⛔ No DOI found ER - TY - RPRT TI - Developing and evaluating complex interventions: new guidance AU - Craig, Peter AU - Dieppe, Paul AU - Macintyre, Sally AU - Michie, Susan AU - Nazareth, Irwin AU - Petticrew, Mark CY - London DA - 2008/// PY - 2008 PB - Medical Research Council ER - TY - JOUR TI - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique AU - Davis, Kristin E. AU - Ekboir, Javier AU - Spielman, David J. T2 - The Journal of Agricultural Education and Extension AB - This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders. DA - 2008/03// PY - 2008 DO - 10.1080/13892240701820371 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 35 EP - 51 J2 - The Journal of Agricultural Education and Extension LA - en SN - 1389-224X, 1750-8622 ST - Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective UR - http://www.tandfonline.com/doi/abs/10.1080/13892240701820371 Y2 - 2020/05/28/10:58:41 ER - TY - JOUR TI - Places to go: Connectivism & connective knowledge AU - Downes, Stephen T2 - Innovate: Journal of Online Education DA - 2008/// PY - 2008 DP - Google Scholar VL - 5 IS - 1 SP - 6 ST - Places to go KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - JOUR TI - Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh AU - Field, Erica AU - Ambrus, Attila T2 - Journal of Political Economy DA - 2008/// PY - 2008 DO - 10.1086/593333 VL - 116 SP - 881 EP - 930 ER - TY - JOUR TI - Getting girls into school: Evidence from a scholarship program in Cambodia AU - Filmer, Deon AU - Schady, Norbert T2 - Economic Development and Cultural Change DA - 2008/// PY - 2008 DO - 10.1086/533548 VL - 56 SP - 581 EP - 617 ER - TY - RPRT TI - Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys AU - Gaible, Edmond DA - 2008/// PY - 2008 UR - https://www.infodev.org/sites/default/files/resource/InfodevDocuments_585.pdf Y2 - 2020/12/08/11:43:20 ER - TY - RPRT TI - Survey of ICT and Education in the Caribbean Volume II: Country Reports AU - Gaible, Edmond DA - 2008/// PY - 2008 SN - Volume II UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_600.pdf Y2 - 2020/12/08/11:14:47 ER - TY - RPRT TI - Gender Issues in Technical and Vocational Education and Training AU - Gaidzanwa, RB AB - This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents. DA - 2008/// PY - 2008 LA - en UR - https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:girl KW - F:pay KW - F:women KW - P:culture KW - P:nature KW - Q:distance learning KW - Q:primary education KW - T:Educação profissionalizante KW - T:TVET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation AU - Glick, Peter T2 - World Development DA - 2008/// PY - 2008 DO - 10.1016/j.worlddev.2007.09.014 VL - 36 SP - 1623 EP - 46 ER - TY - GEN TI - BTVET Act - Business, Technical, Vocational Education Act and Training Act AU - Government of Uganda DA - 2008/// PY - 2008 UR - http://www.unche.or.ug/wp-content/uploads/2014/11/BVET-Act-20081.pdf Y2 - 2018/12/20/09:32:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Uganda KW - publicImportV1 ER - TY - CHAP TI - Steuerungsformen von Erwerbsqualifizierung und die aktuelle Perspektive europäischer Bildungspolititk AU - Greinert, W T2 - Reihe Jugend und Arbeit - Positionen, Bertelsmann Stiftung DA - 2008/// PY - 2008 ER - TY - CONF TI - Digital Divide meets video-based learning: Video production, distribution, and use within the developing world AU - Haßler, Björn T2 - 3. tele-TASK-Symposium - Von der Aufnahme zur virtuellen Bibliothek DA - 2008/// PY - 2008 PB - Hasso-Plattner Institute, Potsdam KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, JPT AU - Green, S CY - Chichester, UK DA - 2008/// PY - 2008 LA - en PB - John Wiley & Sons, Ltd ER - TY - BOOK TI - The International Handbook of Mathematics Teacher Education AU - Jaworski, B AU - Wood, T DA - 2008/// PY - 2008 VL - 4 PB - Sense Publishers ER - TY - JOUR TI - Multimodality and Literacy in School Classrooms AU - Jewitt, Carey T2 - Review of Research in Education DA - 2008/// PY - 2008 DO - 10.3102/0091732x07310586 VL - 32 IS - 1 SP - 241 EP - 267 Y2 - 2021/03/29/00:00:00 ER - TY - JOUR TI - Rethinking education for the Caribbean: A radical approach AU - Jules, Didacus T2 - Comparative Education DA - 2008/// PY - 2008 DO - 10.1080/03050060802041142 DP - Google Scholar VL - 44 IS - 2 SP - 203 EP - 214 ST - Rethinking education for the Caribbean ER - TY - CONF TI - User fees in Primary Education in Malawi AU - Kadzamira, Esme C1 - Geneva C3 - UNCTAD Expert meeting on Universal Access to Services DA - 2008/// PY - 2008 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - The returns to vocational training and academic education: Evidence from Tanzania AU - Kahyarara, Godius AU - Teal, Francis T2 - World Development AB - In this paper we ask what can account for the continuing strong preference for academic education in Africa where the level of development is so low and there are few wage jobs and which form of educational investment, the academic or vocational, is most profitable. We argue that the answers to these questions are linked through the shape of the earnings function and the importance of firm effects. High levels of academic education have far higher returns than those available either from vocational or lower levels of academic. However at lower levels the vocational return can exceed the academic. DA - 2008/// PY - 2008 DO - 10.1016/j.worlddev.2007.11.011 DP - Google Scholar VL - 36 IS - 11 SP - 2223 EP - 2242 ST - The returns to vocational training and academic education UR - https://www.sciencedirect.com/science/article/abs/pii/S0305750X08001605 AN - DOI-10.1016/j.worlddev.2007.11.011 Y2 - 2018/09/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CC:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:manufacture KW - T:TVET KW - T:Training KW - Z:Benefits of education KW - Z:Employment skills KW - Z:Vocational education and training KW - publicImportV1 ER - TY - JOUR TI - Human rights based approach to disability in development in Uganda: A way to fill the gap between political and social spaces? AU - Katsui, Hisayo AU - Kumpuvuori, Jukka T2 - Scandinavian Journal of Disability Research DA - 2008/// PY - 2008 DO - 10.1080/15017410802410084 DP - Google Scholar VL - 10 IS - 4 SP - 227 EP - 236 ST - Human rights based approach to disability in development in Uganda ER - TY - JOUR TI - Complement or substitute?: The effect of technology on student achievement in India AU - Linden, Leigh L. T2 - Working Paper DA - 2008/// PY - 2008 KW - ⛔ No DOI found ER - TY - CONF TI - Innovation system research: Where it came from and where it might go AU - Lundvall, Bengt-Åke DA - 2008/// PY - 2008 DP - Google Scholar PB - Georgia Institute of Technology ST - Innovation system research KW - ⛔ No DOI found ER - TY - RPRT TI - Agencies for International Cooperation in Technical and Vocational Education and Training: A Guide to Sources of Information AU - Maintz, Julia AU - Krönner, Hans DA - 2008/// PY - 2008 DP - Zotero LA - en PB - UNESCO-UNEVOC ER - TY - BOOK TI - Researching mobile learning-Interim report to Becta AU - McFarlane, A AU - Triggs, P AU - Yee, W DA - 2008/// PY - 2008 PB - UK: Becta ER - TY - BOOK TI - Active-Learning Pedagogies: Policy, Professional Development and Classroom Practices AU - Menon, Geeta DA - 2008/// PY - 2008 PB - A case study of two post-conflict contexts: Afghanistan and Somaliland-Case … KW - __C:filed:1 ER - TY - JOUR TI - Adult learning theory for the twenty‐first century AU - Merriam, Sharan B. T2 - New directions for adult and continuing education DA - 2008/// PY - 2008 DO - 10.1002/ace.309 VL - 2008 IS - 119 SP - 93 EP - 98 ER - TY - JOUR TI - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience AU - Moon, Bob T2 - Educação & Sociedade AB - Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ). DA - 2008/// PY - 2008 DO - 10.1590/s0101-73302008000300008 DP - Google Scholar VL - 29 IS - 104 SP - 791 EP - 814 LA - Portuguese ST - The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - Distance Education KW - Teacher Education KW - publicImportV1 ER - TY - BOOK TI - Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the Twenty-First Century AU - Morocco, Catherine Cobb AU - Aguilar, Cynthia Mata AU - Bershad, Carol AU - Kotula, Andrea Winokur AU - Hindin, Alisa CY - New York, NY DA - 2008/// PY - 2008 PB - Jossey-Bass ER - TY - JOUR TI - In-Service Training Needs in an African Context: A Study of Headteacher and Teacher Perspectives in the Gucha District of Kenya AU - Onderi, Henry AU - Croll, Paul T2 - Journal of in‐service education AB - Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in-service education, including views on the effectiveness of in-service, teacher and headteacher priorities in determining in-service needs and the constraints on providing in-service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in-service provision together with a firm belief in the efficacy of in-service in raising pupil achievement. Headteachers had a stronger belief in the need for in-service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in-service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in-service agenda creates in a context of scarce resources. (Contains 6 tables.) DA - 2008/// PY - 2008 DO - 10.1080/13674580801950832 LA - en AN - LOCAL-PQ-61973980 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:achievement KW - F:attitude KW - F:curriculum KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teachers KW - T:TVET KW - T:work-based learning KW - Z:Academic Achievement KW - Z:Administrator Attitudes KW - Z:Educational Innovation KW - Z:Educational Needs KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Inservice Teacher Education KW - Z:Principals KW - Z:Secondary School Teachers KW - Z:Secondary Schools KW - Z:Teacher Attitudes KW - Z:Teacher Influence KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - A comparative study between tablet and laptop PCs: User satisfaction and preferences AU - Ozok, A Ant AU - Benson, Dana AU - Chakraborty, Joyram AU - Norcio, Anthony F T2 - Intl. Journal of human–computer interaction DA - 2008/// PY - 2008 DO - 10.1080/10447310801920524 VL - 24 IS - 3 SP - 329 EP - 352 ER - TY - JOUR TI - A glossary for dissemination and implementation research in health AU - Rabin, Borsika A. AU - Brownson, Ross C. AU - Haire-Joshu, Debra AU - Kreuter, Matthew W. AU - Weaver, Nancy L. T2 - Journal of Public Health Management and Practice DA - 2008/// PY - 2008 DO - 10.1097/01.PHH.0000311888.06252.bb DP - Google Scholar VL - 14 IS - 2 SP - 117 EP - 123 ER - TY - BOOK TI - Handbook of Technical and Vocational Education and Training Research A3 - Rauner, Felix A3 - Maclean, Rupert AB - Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference. DA - 2008/// PY - 2008 DP - www.springer.com LA - en PB - Springer Netherlands SN - 978-1-4020-8346-4 UR - https://www.springer.com/gb/book/9781402083464 Y2 - 2018/12/09/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" AU - Rivera, William M. T2 - Journal of agricultural education and extension AB - The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.) DA - 2008/// PY - 2008 DO - 10.1080/13892240701820546 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:services KW - P:social KW - T:Training KW - T:workplace education KW - Z:Agricultural Education KW - Z:Conference Papers KW - Z:Economic Development KW - Z:Foreign Countries KW - Z:Labor Force Development KW - Z:Productivity KW - Z:Social Sciences KW - publicImportV1 ER - TY - JOUR TI - Uncovering the intellectual core of the information systems discipline AU - Sidorova, A. AU - Evangelopoulos, N. AU - Valacich, J.S. T2 - MIS Quarterly DA - 2008/// PY - 2008 DO - 10.2307/25148852 VL - 32 IS - 3 SP - 467 EP - 482 LA - en ER - TY - JOUR TI - Creating Flexible and Inclusive Learning Paths in Post-Primary Education and Training in Africa: NQFs and Recognition of non-formal and informal learning The Key to Lifelong Learning AU - Singh, Madhu DA - 2008/// PY - 2008 DP - Zotero LA - en UR - https://uil.unesco.org/fileadmin/keydocuments/Africa/en/paper_UIL_recognition_2008_EN.pdf KW - HDR25 KW - ⛔ No DOI found ER - TY - BOOK TI - Cultural Transmission and Material Culture: Breaking Down Boundaries AU - Stark, Miriam T. AU - Bowser, Brenda AU - Horne, Lee AU - Longacre, William DA - 2008/// PY - 2008 PB - University of Arizona Press ER - TY - ELEC TI - Introducing Teachers Registration Council of Nigeria AU - Teachers Registration Council of Nigeria DA - 2008/// PY - 2008 UR - https://trcn.gov.ng/file/Introducing%20TRCN.pdf Y2 - 2020/08/05/14:35:31 ER - TY - JOUR TI - How the Accelerated Reader program can become counterproductive for high school students AU - Thompson, Gail T2 - Journal of Adolescent & Adult Literacy DA - 2008/// PY - 2008 DO - 10.1598/JAAL.51.7.3 VL - 51 IS - 7 SP - 550 EP - 560 UR - https://booklovefoundation.org/uploads/images/PDFs/Reports/Accelerated-Reading-in-High-School.pdf Y2 - 2020/11/17/00:00:00 KW - _Added to LR KW - _G:reviewed ER - TY - CHAP TI - The Role of Soil Management for Improving Crop and Animal Production to meet the Challenges of food crisis in Nigeria AU - Tudunwada, I.Y. T2 - Paper presented to National Council of Local Government Departments of Agriculture (NACOLGDA) 21st – 24th October 2008 CY - Abuja DA - 2008/// PY - 2008 LA - en PB - Merit House ER - TY - CONF TI - The Role of Soil Management in Addressing Food Crisis in Nigeria AU - Tudunwada, I.Y. C1 - Abuja C3 - 4th Annual conference of the National Council for Local Government Departments of Agriculture. October 2008 DA - 2008/// PY - 2008 LA - en PB - Merit House KW - ⛔ No DOI found ER - TY - RPRT TI - ICT competency standards for teachers: policy framework AU - UNESCO CY - Paris DA - 2008/// PY - 2008 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000156210 ER - TY - JOUR TI - A review of research on the impact of professional learning communities on teaching practice and student learning AU - Vescio, Vicki AU - Ross, Dorene AU - Adams, Alyson T2 - Teaching and teacher education DA - 2008/// PY - 2008 DO - 10.1016/j.tate.2007.01.004 VL - 24 IS - 1 SP - 80 EP - 91 KW - C:International ER - TY - JOUR TI - Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. AU - von Hahmann, Gail AU - Tengbeh, Josephine FD T2 - International Journal on School Disaffection DA - 2008/// PY - 2008 DO - 10.18546/IJSD.05.2.03 DP - Google Scholar VL - 5 IS - 2 SP - 6 EP - 12 ST - Keeping on KW - _AcademicRecoveryOECS ER - TY - BOOK TI - International handbook of information technology in primary and secondary education T2 - Springer international handbooks of education A3 - Voogt, Joke A3 - Knezek, Gerald CY - New York, NY DA - 2008/// PY - 2008 DP - Gemeinsamer Bibliotheksverbund ISBN VL - 20 LA - en PB - Springer Science+Business Media SN - 978-0-387-73314-2 UR - https://teachwithict.files.wordpress.com/2011/08/dede.pdf ER - TY - BOOK TI - Apprenticeship Strategies Among Dii Potters from Cameroon, West Africa AU - Wallaert, H DA - 2008/// PY - 2008 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:Lehrlingsausbildung KW - T:apprentice KW - publicImportV1 ER - TY - BOOK TI - Towards a renewal of apprenticeship in West Africa AU - Walther, R DA - 2008/// PY - 2008 LA - en UR - http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Angola KW - C:Benin KW - C:Cameroon KW - C:Ethiopia KW - C:Mali KW - C:Senegal KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:pedagogy KW - P:crafts KW - P:economy KW - P:nature KW - Q:certificate KW - Q:higher education KW - Q:secondary education KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes AU - Walther, Richard DA - 2008/// PY - 2008 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Mali KW - C:Senegal KW - C:Togo KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Sustainable groundwater development in Nigeria AU - Yaya, A. Onugba & O. O. T2 - Applied Groundwater Studies in Africa AB - ABSTRACT: Developing groundwater is generally an excellent option for sustainable water supplies in Nigeria, despite some challenges. However, to achieve a sustainable supply, planning is required which needs hydrological and hydrogeological data as well information on water demand and general socioeconomic conditions. Data requirements include: the quantity of water required per year, intended rate of abstraction, the use of water and the amount of money available; detailed geology of area – type, extent, structure and variability of rocks, aquifer properties; rainfall & surface water sources; the cost of drilling, pumps and other materials; and potential incomes from water sales. Development of groundwater resources involves a sequential process with three phases: exploration, evaluation and exploitation. Often, groundwater supply projects concentrate on exploitation to the neglect of the evaluation phase. Groundwater supply projects can fail if this sequential development process is not followed. Adequate data cannot be available for meaningful planning if no proper evaluation is carried out before exploitation. Equally, to ensure sustainability there is need for periodic re-evaluation of demand, performance and changes in hydrological and hydrogeological conditions. The paper examines groundwater resources development and water supply programmes in Nigeria with emphasis on technical and social constraints to achieving sustainable groundwater development. DA - 2008/// PY - 2008 PB - CRC Press SN - 978-0-429-20736-5 ER - TY - JOUR TI - Collegial interaction and reflective practice AU - Manouchehri, A. T2 - Action In Teacher Education DA - 2007/11//15th PY - 2007 DO - 10.1080/01626620.2001.10463032 VL - 22 IS - 4 SP - 86 EP - 97 ST - Collegial interaction and reflective practice ER - TY - JOUR TI - How newly qualified primary teachers develop: A case study in rural Eritrea AU - Belay, Abraham AU - Ghebreab, Freweini AU - Ghebremichael, Tewolde AU - Ghebreselassie, Asmerom AU - Holmes, John AU - White, Goodith T2 - International Journal of Educational Development AB - This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts. DA - 2007/11/01/ PY - 2007 DO - 10.1016/j.ijedudev.2006.10.018 DP - ScienceDirect VL - 27 IS - 6 SP - 669 EP - 682 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - How newly qualified primary teachers develop UR - https://www.sciencedirect.com/science/article/pii/S0738059306001386 Y2 - 2021/02/11/15:51:49 KW - African education KW - Educational quality KW - Rural education KW - Teacher development KW - __C:filed:1 ER - TY - JOUR TI - Escaping from the Resource Curse: Evidence from Botswana and the Rest of the World AU - Iimi, Atsushi T2 - IMF Staff Papers AB - It is commonly accepted that resource-rich economies tend to fail in accelerating growth because of various adverse effects of abundant natural resources, such as Dutch disease and rent seeking. Using the latest cross-country data, this study empirically readdresses the question of whether resource abundance can contribute to growth. It finds that governance determines the extent to which the growth effects of resource wealth can materialize. In developing countries in particular, the quality of regulation, such as the predictability of changes of regulations, and anticorruption policies, such as transparency and accountability in the public sector, are most important for effective natural resource management and growth. The paper also attempts to interpret the theme and results in the context of Botswana, which is endowed with abundant natural resources but has experienced the most remarkable economic performance in the region. DA - 2007/11/01/ PY - 2007 DO - 10.1057/palgrave.imfsp.9450020 DP - Springer Link VL - 54 IS - 4 SP - 663 EP - 699 J2 - IMF Econ Rev LA - en SN - 1564-5150 ST - Escaping from the Resource Curse UR - https://doi.org/10.1057/palgrave.imfsp.9450020 Y2 - 2021/05/19/15:07:17 ER - TY - BOOK TI - for Local Government Departments of Agriculture CY - Abuja DA - 2007/11// PY - 2007 LA - en PB - Social Development Center ER - TY - JOUR TI - A manual for writers of research papers, theses, and dissertations T2 - Choice Reviews Online DA - 2007/10/01/ PY - 2007 DO - 10.5860/CHOICE.45-0587 DP - DOI.org (Crossref) VL - 45 IS - 02 SP - 45 EP - 0587-45-0587 J2 - Choice Reviews Online LA - en SN - 0009-4978, 1523-8253 UR - http://choicereviews.org/review/10.5860/CHOICE.45-0587 Y2 - 2022/03/31/15:23:11 ER - TY - JOUR TI - School-based teacher development in Sub-Saharan Africa: building a new research agenda AU - Moon, Bob T2 - The Curriculum Journal AB - This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community. DA - 2007/09/01/ PY - 2007 DO - 10.1080/09585170701590007 DP - Taylor and Francis+NEJM VL - 18 IS - 3 SP - 355 EP - 371 SN - 0958-5176 ST - School-based teacher development in Sub-Saharan Africa UR - http://dx.doi.org/10.1080/09585170701590007 Y2 - 2016/03/28/13:52:21 ER - TY - JOUR TI - Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues AU - Mutepfa, Magen M. AU - Mpofu, Elias AU - Chataika, Tsitsi T2 - Childhood Education DA - 2007/09/01/ PY - 2007 DO - 10.1080/00094056.2007.10522947 DP - Taylor and Francis+NEJM VL - 83 IS - 6 SP - 342 EP - 346 SN - 0009-4056 ST - Inclusive Education in Zimbabwe UR - https://doi.org/10.1080/00094056.2007.10522947 Y2 - 2021/11/10/01:20:18 ER - TY - JOUR TI - Remedying Education: Evidence from Two Randomized Experiments in India. AU - Banerjee, Abhijit AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh T2 - The Quarterly Journal of Economics DA - 2007/08/01/ PY - 2007 DO - 10.1162/qjec.122.3.1235 DP - DOI.org (Crossref) VL - 122 IS - 3 SP - 1235 EP - 64 J2 - The Quarterly Journal of Economics SN - 0033-5533, 1531-4650 ST - Remedying Education UR - https://www.nber.org/papers/w11904 ER - TY - JOUR TI - Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity AU - Feldon, David F. T2 - Educational Psychologist DA - 2007/07/27/ PY - 2007 DO - 10.1080/00461520701416173 DP - DOI.org (Crossref) VL - 42 IS - 3 SP - 123 EP - 137 J2 - Educational Psychologist LA - en SN - 0046-1520, 1532-6985 ST - Cognitive Load and Classroom Teaching UR - https://www.tandfonline.com/doi/full/10.1080/00461520701416173 Y2 - 2022/07/28/14:39:28 ER - TY - CONF TI - Search Engine Overlaps : Do they agree or disagree? AU - Bailey, J. AU - Zhang, C. AU - Budgen, D. AU - Turner, M. AU - Charters, S. T2 - Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07) AB - Secondary studies, such as systematic literature reviews and mapping studies, are an essential element of the evidence-based paradigm. A critical part of the review process is the identification of all relevant research. As such, any researcher intending to conduct a secondary review should be aware of the strengths and weakness of the search engines available. Analyse the overlap between search engine results for software engineering studies. Three independent studies were conducted to evaluate the overlap between multiple search engines for different search areas. The findings indicate that very little overlap was found between the search engines. To complete a systematic review, researchers must use multiple search terms and search engines. The lack of overlap might also be caused by inconsistent keyword selection amongst authors. C3 - Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07) DA - 2007/05// PY - 2007 DO - 10.1109/REBSE.2007.4 DP - IEEE Xplore SP - 2 EP - 2 ST - Search Engine Overlaps KW - Aggregates KW - Computer science KW - Data analysis KW - Databases KW - Mathematics KW - Protocols KW - Publishing KW - Search engines KW - Software design KW - Software engineering ER - TY - JOUR TI - The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities AU - Murray, Christopher AU - Pianta, Robert C. T2 - Theory Into Practice AB - In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed. DA - 2007/04/30/ PY - 2007 DO - 10.1080/00405840701232943 DP - Taylor and Francis+NEJM VL - 46 IS - 2 SP - 105 EP - 112 SN - 0040-5841 UR - https://doi.org/10.1080/00405840701232943 Y2 - 2022/04/01/21:49:05 ER - TY - JOUR TI - Experienced teacher learning within the context of reciprocal peer coaching AU - Zwart, R.C. AU - Wubbels, T. AU - Bergen, T.C.M. AU - Bolhuis, S. T2 - Teachers and Teaching: Theory and Practice DA - 2007/04/02/ PY - 2007 DO - 10.1080/13540600601152520 VL - 13 IS - 2 SP - 165 EP - 187 ST - Experienced teacher learning within the context of reciprocal peer coaching UR - http://dx.doi.org/10.1080/13540600601152520 ER - TY - BOOK TI - Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa AU - Mulkeen, Aidan AU - Chapman, David AU - DeJaeghere, Joan AU - Leu, Elizabeth T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - elibrary.worldbank.org (Atypon) SP - 92 PB - The World Bank SN - 978-0-8213-7066-7 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7 Y2 - 2021/03/07/18:08:51 KW - _C:Angola AGO KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:China CHN KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices AU - Ottevanger, Wout AU - van den Akker, Jan AU - de Feiter, Leo T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - DOI.org (Crossref) LA - en PB - The World Bank SN - 978-0-8213-7070-4 978-0-8213-7071-1 ST - Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa UR - https://openknowledge.worldbank.org/bitstream/handle/10986/6645/391690Science0101OFFICIAL0USE0ONLY1.pdf?sequence=1&isAllowed=y Y2 - 2020/04/28/11:04:52 ER - TY - JOUR TI - Intraclass Correlation Values for Planning Group-Randomized Trials in Education AU - Hedges, Larry V. AU - Hedberg, E. C. T2 - Educational Evaluation and Policy Analysis AB - Experiments that assign intact groups to treatment conditions are increasingly common in social research. In educational research, the groups assigned are often schools. The design of group-randomized experiments requires knowledge of the intraclass correlation structure to compute statistical power and sample sizes required to achieve adequate power. This article provides a compilation of intraclass correlation values of academic achievement and related covariate effects that could be used for planning group-randomized experiments in education. It also provides variance component information that is useful in planning experiments involving covariates. The use of these values to compute the statistical power of group-randomized experiments is illustrated. DA - 2007/03/01/ PY - 2007 DO - 10.3102/0162373707299706 DP - SAGE Journals VL - 29 IS - 1 SP - 60 EP - 87 J2 - Educational Evaluation and Policy Analysis LA - en SN - 0162-3737 UR - https://doi.org/10.3102/0162373707299706 Y2 - 2020/07/20/12:40:43 ER - TY - JOUR TI - The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis AU - Mulder, Martin AU - Weigel, Tanja AU - Collins, Kate T2 - Journal of Vocational Education & Training AB - This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment. DA - 2007/03/01/ PY - 2007 DO - 10.1080/13636820601145630 DP - Taylor and Francis+NEJM VL - 59 IS - 1 SP - 67 EP - 88 SN - 1363-6820 ST - The concept of competence in the development of vocational education and training in selected EU member states UR - https://doi.org/10.1080/13636820601145630 Y2 - 2018/08/01/15:03:39 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - publicImportV1 ER - TY - JOUR TI - The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons AU - Abd-Kadir, Jan AU - Hardman, Frank T2 - Language and Education AB - This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers. DA - 2007/01/01/ PY - 2007 DO - 10.2167/le684.0 DP - Taylor and Francis+NEJM VL - 21 IS - 1 SP - 1 EP - 15 SN - 0950-0782 ST - The Discourse of Whole Class Teaching UR - http://dx.doi.org/10.2167/le684.0 Y2 - 2015/10/15/15:39:27 ER - TY - JOUR TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, Jack AU - Dembelé, Martial T2 - UNESCO-IIEP AB - This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate DA - 2007/01// PY - 2007 LA - en ST - Global perspectives on teacher learning UR - https://www.researchgate.net/publication/44837475_Global_Perspectives_on_Teacher_Learning_improving_policy_and_practice Y2 - 2020/09/15/17:56:48 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Standards and criteria for approval of programmes in vocational enterprise institutions and innovation entreprise instutions programmes DA - 2007/// PY - 2007 UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf Y2 - 2020/08/04/13:39:02 ER - TY - GEN TI - The Effects of Some Soil Amendment Materials in Sorghum and Millets in the Soils of Challawa Industrial Area, Kano State DA - 2007/// PY - 2007 LA - en ER - TY - RPRT TI - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria AU - Adekola, O. A. T2 - Africa Human Development Series CY - Washington, DC DA - 2007/// PY - 2007 PB - The World Bank ST - Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria UR - https://openknowledge.worldbank.org/handle/10986/6737 ER - TY - JOUR TI - Egg Raft Density and Feeding Preference of Culex species in Northeastern Nigeria AU - Adesina, Adedoyin AU - Akogun, O. T2 - Nigeria Journal of Parasitology DA - 2007/// PY - 2007 VL - 28 SP - 23 EP - 26 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Strategy to revitalize technical and vocational education and training (TVET) in Africa AU - African Union DA - 2007/// PY - 2007 LA - en UR - http://www.academia.edu/download/45693684/TVET.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Burkina Faso KW - C:Congo, Democratic Republic COD KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - F:leadership KW - F:learning KW - F:ministry KW - F:policy KW - F:teaching KW - P:agricultural KW - P:artist KW - P:construction KW - P:crafts KW - P:economy KW - P:environment KW - P:health KW - P:technology KW - Q:ICT KW - Q:masters KW - R:survey KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:apprenticeship training KW - T:informal training KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - A systematic comparison of software dedicated to meta-analysis of causal studies AU - Bax, L. AU - Yu, L.-M. AU - Ikeda, N. T2 - BMC Medical Research Methodology DA - 2007/// PY - 2007 DO - 10.1186/1471-2288-7-40 VL - 7 IS - 1 SP - 1 EP - 9 LA - en ER - TY - RPRT TI - Teacher Motivation in Sub-Saharan Africa and South Asia AU - Bennell, Paul AU - Akyeampong, Kwame DA - 2007/// PY - 2007 DP - Zotero SP - 114 LA - en PB - DfID London UR - https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf KW - C:sub-Saharan Africa and South Asia KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical and Vocational Education in Cameroon and Critical Avenues for Development AU - Che, S. Megan T2 - Research in Comparative and International Education AB - Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory. DA - 2007/// PY - 2007 DO - 10.2304/rcie.2007.2.4.333 LA - en AN - DOI-10.2304/rcie.2007.2.4.333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Cameroon KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - F:attitude KW - F:curriculum KW - P:economy KW - P:teachers KW - R:qualitative KW - T:TVET KW - Z:Critical Theory KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Economic Development KW - Z:Economic Progress KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Labor Force Development KW - Z:Labor Market KW - Z:Mathematics Teachers KW - Z:Secondary School Mathematics KW - Z:Secondary School Teachers KW - Z:Teacher Attitudes KW - Z:Technical Education KW - Z:Unemployment KW - Z:Vocational Education KW - publicImportV1 ER - TY - THES TI - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers: A multi-method and geo -spatial approach AU - Choi, Daniel S. AB - June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility, districts have the most direct influence on the distribution of “highly qualified” teachers. It is the district that directly recruits, selects, hires, and places teachers in all its schools. Therefore, the district makes the final decisions that control, in many ways, the balance of the distribution. This study, therefore, takes a district-level perspective for understanding the distribution of highly qualified teachers (HQTs) across schools. A multiple methods study approach was used to understand the various influences on the distribution of highly qualified teachers. In particular, I used three distinct, yet related methods in this study. They were: (1) Quantitative Analysis; (2) Geographical Analysis; and (3) Qualitative Analysis. The quantitative analyses revealed that weaker definitions of teacher quality mask the teacher quality shortage and gap that exists between local districts and between schools of varying demographic characteristics---particularly those with high concentrations of poor and minority students. The geographical analyses suggested that quality of geographical space influenced the presence of teacher quality in schools. Lastly, the qualitative analyses revealed that the district plays a mediating role as it enacts its own policy. In this process, the district is both influenced and is itself an influence on the final distribution of HQTs. The interviews with district and school staff revealed that the district's definition of teacher quality becomes stronger as the process moves closer to an actual hiring decision. It is at the school site where they seem to apply or screen for the fuller range of characteristics consistent with what the literature has identified as a HQT. In the end, these findings contribute to understanding the distribution of teacher quality more fully. CY - United States -- Arizona DA - 2007/// PY - 2007 DP - ProQuest SP - 274 LA - English M3 - Ph.D. PB - Arizona State University ST - Understanding the impact of district-level decision -making on the distribution of highly qualified teachers UR - https://search.proquest.com/docview/304896333/abstract/19EAB292F07744BBPQ/1 Y2 - 2021/03/07/17:41:10 KW - Decision-making KW - Education KW - Highly qualified teachers KW - School districts KW - _C:India IND KW - _C:Philippines PHL KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - An integrative review of teaching reading in Kenyan primary schools AU - Commeyras, M. AU - Inyega, H.N. T2 - Reading Research Quarterly DA - 2007/// PY - 2007 DO - 10.1598/RRQ.42.2.3 VL - 42 IS - 2 SP - 258 EP - 281 UR - https://doi.org/10.1598/RRQ.42.2.3. ER - TY - JOUR TI - The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out AU - Crocco, M.S. AU - Costigan, A.T. T2 - Urban Education DA - 2007/// PY - 2007 DO - 10.1177/0042085907304964 VL - 42 IS - 6 SP - 512 EP - 535 UR - https://doi.org/10.1177/0042085907304964. ER - TY - JOUR TI - School readiness and later achievement AU - Duncan, Greg J AU - Dowsett, Chantelle J AU - Claessens, Amy AU - Magnuson, Katherine AU - Huston, Aletha C AU - Klebanov, Pamela AU - Pagani, Linda S AU - Feinstein, Leon AU - Engel, Mimi AU - Brooks-Gunn, Jeanne AU - Sexton, Holly AU - Duckworth, Kathryn AU - Japel, Crista T2 - Developmental Psychology AB - Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. DA - 2007/// PY - 2007 DO - 10.1037/0012-1649.43.6.1428 VL - 43 IS - 6 SP - 1428 EP - 1446 Y2 - 2021/02/22/00:00:00 ER - TY - JOUR TI - COMPARATIVE ANALYSIS FOR DEVELOPENT OF A HARMONISED PROTECTED AREAS MANAGEMENT FRAMEWORK WITHIN THE OECS REGION AU - Gardner, Lloyd DA - 2007/// PY - 2007 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - A theory of tailorable technology design AU - Germonprez, M. AU - Hovorka, D. AU - Hovorka, D. T2 - Journal of the Association for Information Systems DA - 2007/// PY - 2007 DO - 10.17705/1jais.00131 VL - 8 IS - 6 SP - 351 EP - 367 LA - en ER - TY - JOUR TI - Weight of evidence: a framework for the appraisal of the quality and relevance of evidence AU - Gough, David T2 - Research papers in education DA - 2007/// PY - 2007 DO - 10.1080/02671520701296189 DP - Google Scholar VL - 22 IS - 2 SP - 213 EP - 228 ST - Weight of evidence UR - http://www.tandfonline.com/doi/abs/10.1080/02671520701296189 Y2 - 2014/08/08/10:37:15 ER - TY - BILL TI - Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) A2 - Government: Nigeria DA - 2007/// PY - 2007 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf Y2 - 2018/12/06/17:30:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - Polytechnic Law AU - Government of Ghana DA - 2007/// PY - 2007 UR - http://laws.ghanalegal.com/acts/id/545/polytechnic-law Y2 - 2018/11/30/12:24:04 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - CONF TI - Bridging the Digital Divide: Rethinking Open Learning for a Global Audience AU - Haßler, Björn T2 - DIVERSE DA - 2007/// PY - 2007 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - CHAP TI - Multimedia AU - Haßler, Björn T2 - Web Design Guidelines for Low Bandwidth DA - 2007/// PY - 2007 PB - Aptivate KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Rich-media web streaming AU - Haßler, Björn T2 - Rich-media web streaming DA - 2007/// PY - 2007 PB - ICTP-SDU, Trieste KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - RPRT TI - Sustainability for Open Educational Resources AU - Haßler, Björn DA - 2007/// PY - 2007 PB - UK National Commission to UNESCO KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - The future of information technology for education and e-learning AU - Haßler, Björn DA - 2007/// PY - 2007 PB - British Standards Institution KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - GEN TI - Resolution Concerning Updating the International Standard Classification of Occupations AU - ILO DA - 2007/// PY - 2007 LA - EN UR - https://www.ilo.org/public/english/bureau/stat/isco/docs/resol08.pdf Y2 - 2020/02/01/16:21:18 ER - TY - JOUR TI - Forms of knowledge and modes of innovation AU - Jensen, Morten Berg AU - Johnson, Björn AU - Lorenz, Edward AU - Lundvall, Bengt-Åke AU - Lundvall, B. A. T2 - The learning economy and the economics of hope DA - 2007/// PY - 2007 DP - Google Scholar VL - 155 KW - ⛔ No DOI found ER - TY - JOUR TI - Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia AU - Kirk, Jackie AU - Winthrop, Rebecca T2 - International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l'Education DA - 2007/// PY - 2007 DO - 10.1007/s11159-007-9061-0 DP - JSTOR VL - 53 IS - 5/6 SP - 715 EP - 723 SN - 0020-8566 ST - Promoting Quality Education in Refugee Contexts UR - https://www.jstor.org/stable/27715426 DB - JSTOR Y2 - 2020/07/16/11:09:51 ER - TY - RPRT TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, B AU - Charters, S DA - 2007/// PY - 2007 DP - Google Scholar PB - Technical report, EBSE Technical Report EBSE-2007-01 UR - https://www.cs.auckland.ac.nz/~norsaremah/2007%20Guidelines%20for%20performing%20SLR%20in%20SE%20v2.3.pdf Y2 - 2014/08/08/10:45:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - P:Methods KW - publicImportV1 ER - TY - BOOK TI - Guidelines for performing systematic literature reviews in software engineering AU - Kitchenham, BA AU - Charters, S DA - 2007/// PY - 2007 LA - en PB - EBSE Technical Report ER - TY - JOUR TI - Developing collective understanding over time: reflections on building professional community AU - Kruse, Sharon D. AU - Louis, Karen Seashore T2 - Professional Learning Communities: Divergence, Depth and Dilemmas: Divergence, Depth and Dilemmas DA - 2007/// PY - 2007 VL - 106 KW - ⛔ No DOI found ER - TY - JOUR TI - Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices AU - Lai, C-H AU - Yang, J-C AU - Chen, F-C AU - Ho, C-W AU - Chan, T-W T2 - Journal of Computer Assisted Learning DA - 2007/// PY - 2007 DO - 10.1111/j.1365-2729.2007.00237.x VL - 23 IS - 4 SP - 326 EP - 337 ER - TY - JOUR TI - National innovation systems—analytical concept and development tool AU - Lundvall, Bengt-Åke T2 - Industry and innovation DA - 2007/// PY - 2007 DO - 10.1080/13662710601130863 DP - Google Scholar VL - 14 IS - 1 SP - 95 EP - 119 ER - TY - GEN TI - Implementation science AU - Madon, Temina AU - Hofman, Karen J. AU - Kupfer, Linda AU - Glass, Roger I. DA - 2007/// PY - 2007 DP - Google Scholar PB - American Association for the Advancement of Science ER - TY - JOUR TI - Systems approach to tourism training and education: The Kenyan case study AU - Mayaka, Melphon AU - Akama, John S. T2 - Tourism Management AB - Abstract Kenya's tourism industry is relatively well developed (with first class hospitality establishments and tourist facilities that are juxtaposed in close proximity to pristine glistering tropical sand beaches and world renowned wildlife attractions in protected parks and reserves). Hence the country, in recent years, has become a popular destination for international visitors, especially European and North American tourists, haggling for safari tourism experience combined with relaxation in pristine glistering tropical sand beaches. Thus, Kenya provides a good case study in the examination of deficiencies in tourism training that characterises many countries in Africa and other emerging tourist destinations in different regions of the world. As this study shows Kenya, as the case is with many other Third World countries, lacks a well-coordinated tourism training strategy and educational institutions capable of providing much needed human resource training and capacity building, especially at supervisory and managerial level. This paper identifies existing deficiencies in tourism education and training in Kenya, and provides a framework that can be applied in the development of a well-coordinated national tourism training strategy and initiation of education programmes. Indeed, systems approach can be replicated elsewhere in Africa and other Third World countries where tourism is increasingly gaining momentum as a major socio-economic phenomenon. DA - 2007/// PY - 2007 DO - 10.1016/j.tourman.2005.12.023 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0261517706000288 AN - LOCAL-DOI:10.1016/j.tourman.2005.12.023 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CCZ:Kenya KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - P:economy KW - P:measurement KW - P:tourism KW - R:case study KW - T:Training KW - Z:Developing countries KW - Z:Staff training KW - Z:Tourism education KW - publicImportV1 ER - TY - JOUR TI - LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal AU - Mêgnigbêto, Eustache T2 - The International Information & Library Review AB - Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market. DA - 2007/// PY - 2007 DO - 10.1016/j.iilr.2007.02.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1057231707000203 AN - LOCAL-DOI:10.1016/j.iilr.2007.02.007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Benin KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:Q KW - CT:T KW - D:developing country KW - F:curriculum KW - Q:ICT KW - SpecialTopic:Library KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - Effective use of textbooks: A neglected aspect of education in Pakistan AU - Mohammed, R. AU - Kumari, R. T2 - Journal of Education for International Development DA - 2007/// PY - 2007 VL - 3 IS - 1 SP - 1 EP - 11 KW - ⛔ No DOI found ER - TY - JOUR TI - Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training AU - Mpofu, Elias AU - Jelsma, Jennifer AU - Maart, Soraya AU - Levers, Lisa Lopez AU - Montsi, Mercy M R AU - Tlabiwe, Pinkie AU - Mupawose, Anniah AU - Mwamwenda, Tuntufye AU - Ngoma, Mary Shilalukey AU - Tchombe, Therese Mungah S T2 - Rehabilitation Education DA - 2007/// PY - 2007 DO - 10.1891/088970107805059562 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Cameroon KW - C:Rwanda KW - C:South Africa KW - C:Tanzania KW - C:Zambia KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - F:disability KW - P:culture KW - P:health KW - P:services KW - P:technician KW - T:TVET KW - T:Training KW - publicImportV1 ER - TY - JOUR TI - To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa AU - Oketch, Moses O. T2 - International Journal of Educational Development AB - In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa. DA - 2007/// PY - 2007 DO - 10.1016/j.ijedudev.2006.07.004 DP - ScienceDirect VL - 27 IS - 2 SP - 220 EP - 234 J2 - International Journal of Educational Development SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059306000770 AN - DOI-10.1016/j.ijedudev.2006.07.004 Y2 - 2018/05/17/16:31:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Education KW - F:learning KW - F:policy KW - P:administration KW - P:nature KW - Q:secondary education KW - R:interview KW - Skills KW - T:Educação profissionalizante KW - T:TVET KW - T:occupational education KW - T:vocational training scheme KW - Technical and vocational education KW - publicImportV1 ER - TY - JOUR TI - Digital Literacy Research from an International and Comparative Point of View AU - Pietrass, Manuela T2 - Research in Comparative and International Education AB - The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users. DA - 2007/03// PY - 2007 DO - 10.2304/rcie.2007.2.1.1 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 1 EP - 12 J2 - Research in Comparative and International Education LA - en SN - 1745-4999, 1745-4999 UR - http://journals.sagepub.com/doi/10.2304/rcie.2007.2.1.1 Y2 - 2023/11/01/20:26:41 ER - TY - JOUR TI - Messen beruflicher Kompetenz AU - Rauner, Felix AU - Grollmann, Philipp AU - Martens, Thomas AB - Abstract: Felix Rauner, Philipp Grollmann und Thomas Martens present an approach to the measurement of professional competences, which is based on prior experiences and results from the evaluation of a pilot study on the re-design of vocational profiles within a German auto manufacturer. DA - 2007/// PY - 2007 DP - Zotero LA - de KW - ⛔ No DOI found ER - TY - CHAP TI - Epistemic mediation: Video data as filters for the objectification of teaching by teachers AU - Roth, Wolff-Michael T2 - Video Research in the Learning Sciences A2 - Goldman, Ricki A2 - Pea, Roy A2 - Barron, Brigid A2 - Derry, Sharon AB - Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way. CY - New York DA - 2007/// PY - 2007 PB - Routledge ER - TY - RPRT TI - Global perspectives on teacher learning: improving policy and practice AU - Schwille, J. AU - Dembélé, M. T2 - Fundamentals of Educational Planning Series CY - Paris DA - 2007/// PY - 2007 PB - UNESCO: International Institute for Educational Planning ST - Global perspectives on teacher learning: improving policy and practice UR - https://unesdoc.unesco.org/ark:/48223/pf0000150261 KW - C:International ER - TY - JOUR TI - Teaching well? Educational reconstruction efforts and support to teachers in postwar Liberia AU - Shriberg, Janet AU - Kirk, J. AU - Winthrop, R. T2 - New York: International Rescue Committee DA - 2007/// PY - 2007 KW - ⛔ No DOI found ER - TY - BOOK TI - Maine’s middle school laptop program: Creating better writers AU - Silvernail, David L AU - Gritter, Aaron K DA - 2007/// PY - 2007 PB - Gorham, ME: Maine Education Policy Research Institute ER - TY - RPRT TI - Teacher Learning Circles: Reading Theory in Practice Through Dialogue AU - Suda, L. AB - The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they are explicitly followed up through application in the classroom. DA - 2007/// PY - 2007 LA - en ST - Teacher Learning Circles UR - https://www.academia.edu/18061797/Teacher_Learning_Circles Y2 - 2021/02/11/13:20:09 KW - __C:filed:1 ER - TY - JOUR TI - Mixed Methods Sampling: A Typology With Examples AU - Teddlie, Charles AU - Yu, Fen T2 - Journal of Mixed Methods Research DA - 2007/01// PY - 2007 DO - 10.1177/2345678906292430 DP - CrossRef VL - 1 IS - 1 SP - 77 EP - 100 LA - en SN - 1558-6898, 1558-6901 ST - Mixed Methods Sampling UR - http://journals.sagepub.com/doi/10.1177/2345678906292430 Y2 - 2017/02/07/14:27:36 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed ER - TY - RPRT TI - Teacher professional learning and development: Best evidence synthesis iteration AU - Timperley, H AU - Wilson, A AU - Barrar, H AU - Fung, I CY - Wellington DA - 2007/// PY - 2007 PB - Ministry of Education www.minedu.govt.nz/goto/bestevidencesynthesis ST - Teacher professional learning and dvelopment: Best evidence synthesis iteration UR - http://www.minedu.govt.nz/goto/bestevidencesynthesis KW - Cited KW - TPD_SSA ER - TY - BOOK TI - Teacher professional learning and development: Best Evidence Synthesis Iteration (BES) AU - Timperley, Helen AU - Education Counts AU - Iterative Best Evidence Synthesis (programme) CY - Thorndon, Wellington DA - 2007/// PY - 2007 DP - Open WorldCat LA - en PB - Education Counts SN - 978-0-7903-2628-3 978-0-7903-2629-0 ST - Teacher professional learning and development KW - C:New Zealand KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Latvia LVA KW - _C:Lithuania LTU KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tonga TON KW - _C:Tuvalu TUV KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Implications for implementation science AU - Titler, Marita G. AU - Everett, Linda Q. AU - Adams, Susan T2 - Nursing Research DA - 2007/// PY - 2007 DO - 10.1097/01.NNR.0000280636.78901.7f DP - Google Scholar VL - 56 IS - 4 SP - S53 EP - S59 ER - TY - JOUR TI - School feeding in east and southern Africa: Improving food sovereignty or photo opportunity AU - Tomlinson, Mark T2 - Health Systems Research Unit, Medical Research Council. Equinet Discussion Paper DA - 2007/// PY - 2007 DP - Google Scholar VL - 46 ST - School feeding in east and southern Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Pollution from Tanning Industries in Challawa Industrial Estate, Kano AU - Tudunwada, I.Y. T2 - Bayero Journal of Biological and Environmental Studies. Department of Biological DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Role of Agriculture in Achieving the Millennium Development Goals in Nigeria AU - Tudunwada, I.Y. C3 - 3rd annual conference of the National Council DA - 2007/// PY - 2007 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Effects of Tannery Sludge on Heavy Metal Concentrations in Cereals in Small Holder Farms in Kano, Nigeria AU - Tudunwada, I.Y.E.U.Essiet AU - Mohammed, S.G. T2 - Not. Bot. Hort. Agrobot. Cluj DA - 2007/// PY - 2007 VL - 35 IS - ue 2 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The effect of availability and distance from school on children’s time allocation in Ghana and Guatemala AU - Vuri, Daniela T2 - Understanding Children's Work DA - 2007/// PY - 2007 DP - CiteSeer PB - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.909.7963&rep=rep1&type=pdf ER - TY - RPRT TI - La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. AU - Walther, Richard AU - Filipiak, Ewa DA - 2007/// PY - 2007 DP - Zotero LA - French PB - Agence Française de Développmement ST - La formation professionnelle en secteur informel KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - C:Angola KW - C:Benin KW - C:Cameroun KW - C:Ethiopia KW - C:Morocco KW - C:Senegal KW - CLL:fr KW - publicImportV1 ER - TY - JOUR TI - Key design factors in durable instructional technology professional development AU - Wells, J.G. T2 - Journal of Technology and Teacher Education DA - 2007/// PY - 2007 VL - 15 SP - 101 EP - 118 ST - Key design factors in durable instructional technology professional development KW - ⛔ No DOI found ER - TY - BOOK TI - Commonsense methods for children with special educational needs AU - Westwood, Peter DA - 2007/// PY - 2007 DP - Google Scholar PB - Routledge UR - https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203964361&type=googlepdf Y2 - 2024/03/27/15:18:28 ER - TY - JOUR TI - New Look at Habits and the Habit-Goal Interface AU - Wood, Wendy AU - Neil, David T2 - Psychological Review DA - 2007/// PY - 2007 DO - 10.1037/0033-295X.114.4.843 VL - 114 IS - 4 SP - 843 EP - 863 LA - en UR - https://www.researchgate.net/publication/5936907_A_New_Look_at_Habits_and_the_Habit-Goal_Interface Y2 - 2020/08/20/15:34:22 ER - TY - RPRT TI - Reviewing the evidence on how teacher professional development affects student achievement AU - Yoon, K.S. AU - Duncan, T. AU - Lee, S.W.-Y. AU - Scarloss, B. AU - Shapley, K. T2 - Issues & Answers AB - The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works Clearinghouse (WWC) evidence standards, from more than 1,300 manuscripts identified as potentially relevant. Although the number of studies that met evidence standards was small, the average overall effect size of 0.54 was observed when examined within the three content areas included in the review. The consistency of this effect size indicates that across all forms and content of PD, providing training to elementary school teachers does have a moderate effect on their students' achievement. However, because the average number of contact hours averaged almost 49 hours across the nine studies, the total contact hours must be substantial to get such an effect size. Because of the limited number of studies and the variability in the PD that was represented among the nine studies we examined, we were unable to make any conclusions about the effectiveness of specific PD programs or about the effectiveness of PD by form, content, or intensity. The following are appended: (1) Methodology; (2) Protocol for the review of research-based evidence on the effects of professional development on student achievement; (3) Key terms and definitions related to professional development; (4) List of keywords used in electronic searches; and (5) Relevant studies, listed by coding results. (Contains 3 boxes, 2 figures, 9 tables, and 3 notes.) [This report was produced for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional EducationalLaboratory Southwest administered by Edvance Research.] CY - Washington, D.C. DA - 2007/// PY - 2007 PB - U.S. Department of Education, Institute of Education Sciences, National Centre for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southwest SN - 033 ST - Reviewing the evidence on how teacher projessional development affects student achievement UR - http://files.eric.ed.gov/fulltext/ED498548.pdf ER - TY - JOUR TI - Professional Learning Communities: A Review of the Literature AU - Stoll, Louise AU - Bolam, Ray AU - McMahon, Agnes AU - Wallace, Mike AU - Thomas, Sally T2 - Journal of Educational Change AB - International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries. DA - 2006/12/01/ PY - 2006 DO - 10.1007/s10833-006-0001-8 DP - Springer Link VL - 7 IS - 4 SP - 221 EP - 258 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Professional Learning Communities UR - https://doi.org/10.1007/s10833-006-0001-8 Y2 - 2021/06/22/15:24:46 ER - TY - JOUR TI - Managing database overlap in systematic reviews using Batch Citation Matcher: case studies using Scopus AU - Sampson, Margaret AU - McGowan, Jessie AU - Cogo, Elise AU - Horsley, Tanya T2 - Journal of the Medical Library Association DA - 2006/10// PY - 2006 DP - PubMed Central VL - 94 IS - 4 SP - 461 EP - e219 J2 - J Med Libr Assoc SN - 1536-5050 ST - Managing database overlap in systematic reviews using Batch Citation Matcher UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1629443/ Y2 - 2021/04/17/19:26:42 ER - TY - JOUR TI - Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics AU - Jaycox, Lisa H. AU - McCaffrey, Daniel F. AU - Ocampo, Beverly Weidmer AU - Shelley, Gene A. AU - Blake, Susan M. AU - Peterson, Donna J. AU - Richmond, Lucinda S. AU - Kub, Joan E. T2 - American Journal of Evaluation AB - The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process. DA - 2006/09/01/ PY - 2006 DO - 10.1177/1098214006291010 DP - SAGE Journals VL - 27 IS - 3 SP - 320 EP - 336 LA - en SN - 1098-2140 UR - https://doi.org/10.1177/1098214006291010 Y2 - 2022/11/23/12:29:12 ER - TY - JOUR TI - Re-positioning Agricultural Policies in Nigeria T2 - Multidisciplinary Journal of Research & Development DA - 2006/07// PY - 2006 VL - 7 IS - 2 SP - , EP - 103 – 108 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues DA - 2006/07//January PY - 2006 LA - en ER - TY - JOUR TI - The role of education in the uptake of preventative health care: The case of cervical screening in Britain AU - Sabates, Ricardo AU - Feinstein, Leon T2 - Social Science & Medicine AB - This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake. DA - 2006/06/01/ PY - 2006 DO - 10.1016/j.socscimed.2005.11.032 DP - ScienceDirect VL - 62 IS - 12 SP - 2998 EP - 3010 J2 - Social Science & Medicine LA - en SN - 0277-9536 ST - The role of education in the uptake of preventative health care UR - https://www.sciencedirect.com/science/article/pii/S0277953605006258 Y2 - 2023/01/07/20:45:38 KW - Britain KW - Cancer KW - Education KW - Screening ER - TY - JOUR TI - Constructing 21st-Century Teacher Education AU - Darling-Hammond, Linda T2 - Journal of Teacher Education AB - Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession. DA - 2006/05/01/ PY - 2006 DO - 10.1177/0022487105285962 DP - SAGE Journals VL - 57 IS - 3 SP - 300 EP - 314 J2 - Journal of Teacher Education LA - en SN - 0022-4871 UR - https://doi.org/10.1177/0022487105285962 Y2 - 2020/09/10/18:22:12 ER - TY - RPRT TI - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? AU - Ndlovu, Tchaka AU - Kajiba, John AU - Aiko, Rose AU - Kessy, Flora AU - Mkenda, Beatrice K. AU - Kweka, Josaphat AU - Kabelwa, George AB - Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction. DA - 2006/05// PY - 2006 DP - www.repository.udsm.ac.tz:8080 LA - en M3 - Working Paper ST - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector UR - http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905 Y2 - 2020/05/27/17:55:41 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:outcomes KW - F:policy KW - P:manufacture KW - P:measurement KW - P:technology KW - Q:degree KW - Q:distance learning KW - Q:tertiary education KW - R:impact KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:firm-based training KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Lesson observation and quality in primary education as contextual teaching and learning processes AU - O’Sullivan, Margo T2 - International Journal of Educational Development AB - Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:• place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and • use lesson observation to answer the questions. The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above. DA - 2006/05// PY - 2006 DO - 10.1016/j.ijedudev.2005.07.016 DP - ScienceDirect VL - 26 IS - 3 SP - 246 EP - 260 J2 - International Journal of Educational Development SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S073805930500091X Y2 - 2016/01/26/16:24:24 KW - CitedIn:OER4Schools-HHH3-B KW - Lesson observation KW - Primary education KW - Quality ER - TY - JOUR TI - Optimising worked example instruction: Different ways to increase germane cognitive load AU - Paas, Fred AU - van Gog, Tamara T2 - Learning and Instruction T3 - Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer AB - Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer. DA - 2006/04/01/ PY - 2006 DO - 10.1016/j.learninstruc.2006.02.004 DP - ScienceDirect VL - 16 IS - 2 SP - 87 EP - 91 J2 - Learning and Instruction LA - en SN - 0959-4752 ST - Optimising worked example instruction UR - http://www.sciencedirect.com/science/article/pii/S0959475206000181 Y2 - 2020/08/20/16:18:16 ER - TY - JOUR TI - Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence AU - Webb, Thomas L. AU - Sheeran, Paschal T2 - Psychological Bulletin AB - Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency. DA - 2006/03// PY - 2006 DO - 10.1037/0033-2909.132.2.249 DP - PubMed VL - 132 IS - 2 SP - 249 EP - 268 J2 - Psychol Bull LA - eng SN - 0033-2909 ST - Does changing behavioral intentions engender behavior change? KW - Attitude KW - Cooperative Behavior KW - Female KW - Humans KW - Intention KW - Male KW - Social Behavior ER - TY - JOUR TI - Designing theoretically-informed implementation interventions AU - Improved Clinical Effectiveness through Behavioural Research Group (ICEBeRG) T2 - Implementation science: IS AB - Clinical and health services research is continually producing new findings that may contribute to effective and efficient patient care. However, the transfer of research findings into practice is unpredictable and can be a slow and haphazard process. Ideally, the choice of implementation strategies would be based upon evidence from randomised controlled trials or systematic reviews of a given implementation strategy. Unfortunately, reviews of implementation strategies consistently report effectiveness some, but not all of the time; possible causes of this variation are seldom reported or measured by the investigators in the original studies. Thus, any attempts to extrapolate from study settings to the real world are hampered by a lack of understanding of the effects of key elements of individuals, interventions, and the settings in which they were trialled. The explicit use of theory offers a way of addressing these issues and has a number of advantages, such as providing: a generalisable framework within which to represent the dimensions that implementation studies address, a process by which to inform the development and delivery of interventions, a guide when evaluating, and a way to allow for an exploration of potential causal mechanisms. However, the use of theory in designing implementation interventions is methodologically challenging for a number of reasons, including choosing between theories and faithfully translating theoretical constructs into interventions. The explicit use of theory offers potential advantages in terms of facilitating a better understanding of the generalisability and replicability of implementation interventions. However, this is a relatively unexplored methodological area. DA - 2006/02/23/ PY - 2006 DO - 10.1186/1748-5908-1-4 DP - PubMed VL - 1 SP - 4 J2 - Implement Sci LA - eng SN - 1748-5908 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1436012/ ER - TY - JOUR TI - Welcome to Implementation Science AU - Eccles, Martin P. AU - Mittman, Brian S. T2 - Implementation Science AB - Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour. DA - 2006/02/22/ PY - 2006 DO - 10.1186/1748-5908-1-1 DP - BioMed Central VL - 1 IS - 1 SP - 1 J2 - Implementation Science SN - 1748-5908 UR - https://doi.org/10.1186/1748-5908-1-1 Y2 - 2022/12/29/23:22:23 ER - TY - JOUR TI - Analysing Digital Literacy Frameworks AU - Rosado, Eliana AU - Belisle, Claire AB - 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. DA - 2006/01/01/ PY - 2006 DP - ResearchGate KW - ⛔ No DOI found ER - TY - ELEC TI - Guidelines for Establishment and Operation of Production Unit in Technical Colleges DA - 2006/// PY - 2006 UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2020/08/04/13:36:06 ER - TY - JOUR TI - Wireless laptops as means for promoting active learning in large lecture halls AU - Barak, M. AU - Lipson, A. AU - Lerman, S. T2 - Journal of Research on Technology in Education DA - 2006/// PY - 2006 DO - 10.1080/15391523.2006.10782459 VL - 38 IS - 3 SP - 245 EP - 263 ST - Wireless laptops as means for promoting active learning in large lecture halls ER - TY - JOUR TI - Long‐term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: follow‐up of a controlled trial AU - Bariau, Robert J.Sternberg AU - Drake, Lesley J. AU - Milligan, Paul AU - Cheung, Yin Bun T2 - PLoS clinical trials DA - 2006/// PY - 2006 VL - 1 SP - 19 KW - ⛔ No DOI found ER - TY - GEN TI - Evaluation of DFID Country Programmes: Malawi, 2000-2005 AU - Barnett, Chris AU - Chisvo, Munhamo AU - Kadzamira, Esme AU - van der Meer, Esther AU - Paalman, Maria AU - Risner, Colin DA - 2006/// PY - 2006 DP - Google Scholar PB - EVSUM EV661. London: Department for International Development. Available at … ST - EVALUATION OF DFID COUNTRY PROGRAMMES COUNTRY STUDY KW - _C:Malawi MWI ER - TY - JOUR TI - Artisan training and employment outcomes in Tanzania AU - Bennell, Paul AU - Mukyanuzi, Faustin AU - Kasogela, Maurice AU - Mutashubirwa, Francis AU - Klim, Mikkel T2 - Compare: A Journal of Comparative and International Education AB - 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. DA - 2006/// PY - 2006 DO - 10.1080/03057920500382358 LA - en AN - DOI-10.1080/03057920500382358 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Tanzania KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:outcomes KW - P:artist KW - P:crafts KW - Survey KW - T:Training KW - Z:Craftsmen KW - Z:Feasibility studies KW - Z:Occupational training KW - Z:Quality of life KW - __C:filed:1 KW - publicImportV1 ER - TY - BOOK TI - Community & Family Engagement. Principals Share What Works AU - Berg, Amy C AU - Melaville, Atelia AU - Blank, Martin J AU - Coalition for Community Schools, Washington, DC AU - National Association of Secondary School Principals, Reston, VA AU - National Association of Elementary School Principals, Washington, DC AB - This paper explores ways in which principals of community schools--and other principals who, though they may not yet identify their schools as community schools, are responding in a very similar manner--work successfully with community partners, families, and other key stakeholders to improve student outcomes. By reflecting on the topic from the perspective of principals, the text offers insights about why they engage community, why doing so is hard, and what strategies and approaches they find most effective. This information could be valuable to principals who devote their energy and passion to the education of America's children. It also will inform the work of school systems, which must support their principals in this work, and of those involved in developing the next generation of principals. (Contains 5 figures and 20 notes.) [This report sponsored by the MetLife Foundation.]. CY - Place of publication not identified DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - Distributed by ERIC Clearinghouse SN - 978-1-933493-08-4 ER - TY - RPRT TI - Teacher Education at a Distance: Impact on Development in the Community AU - Binns, Felicity AU - Wrightson, Tony DA - 2006/// PY - 2006 DP - Zotero SP - 74 LA - en PB - DFID KW - C:Low- and middle-income countries KW - _C:Canada CAN KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:Guyana GUY KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers training, class size and students’ outcomes: Evidence from third grade classes in France. Unpublished paper AU - Bressoux, P. AU - Kramarz, F. AU - Prost, C. DA - 2006/// PY - 2006 KW - ⛔ No DOI found ER - TY - JOUR TI - Computer simulations - technological advances in inquiry learning AU - de Jong, T. T2 - Science DA - 2006/// PY - 2006 DO - 10.1126/science.1127750 VL - 312 IS - 5773 SP - 532 EP - 533 ST - Computer simulations - technological advances in inquiry learning ER - TY - JOUR TI - What Is a “Professional Learning Community”? AU - DuFour, Richard DA - 2006/// PY - 2006 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - 4. What are the effects of education on health? AU - Feinstein, Leon AU - Sabates, Ricardo AU - Anderson, Tashweka M AU - Sorhaindo, Annik AU - Hammond, Cathie DA - 2006/// PY - 2006 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software AU - Flickenberg, Rob CY - Place of publication not identified DA - 2006/// PY - 2006 DP - Open WorldCat LA - en PB - INASP/ICTP SN - 978-0-9778093-1-8 ST - How to accelerate your internet ER - TY - JOUR TI - Learning the master's trade: Apprenticeship and human capital in Ghana AU - Frazer, Garth AU - Frazer, Garth T2 - Journal of Development Economics AB - This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved. DA - 2006/// PY - 2006 DO - 10.1016/j.jdeveco.2005.06.006 LA - en AN - LOCAL-SCOPUS_ID:33749984734 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:remuneration KW - P:manufacture KW - P:technology KW - Q:masters KW - R:survey KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprenticeship training KW - Z:Apprenticeship KW - Z:Human capital KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - The collaborative apprenticeship model: situated professional development within school settings AU - Glazer, E.M. AU - Hannafin, M.J. T2 - Teaching and Teacher Education DA - 2006/// PY - 2006 DO - 10.1016/j.tate.2005.09.004 VL - 22 IS - 2 SP - 179 EP - 193 ST - The collaborative apprenticeship model: situated professional development within school settings ER - TY - GEN TI - COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act AU - Government of Ghana DA - 2006/// PY - 2006 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - JOUR TI - Guidelines for Establishment and Operation of Production Unit in Technical College AU - Government of Nigeria DA - 2006/// PY - 2006 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2018/12/06/17:34:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - GEN TI - Further Education and Training Act nº16, 2006 AU - Government of South Africa AB - Also known as Continuing Education and Training Act. DA - 2006/// PY - 2006 LA - English UR - https://www.gov.za/sites/default/files/a16-06_0.pdf Y2 - 2018/11/28/12:15:31 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - publicImportV1 ER - TY - CONF TI - Broadening access to science events by using the internet AU - Haßler, Björn C3 - Geophysical Research Abstracts DA - 2006/// PY - 2006 VL - 8 SP - 09757 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - CONF TI - Low Bandwidth Multimedia Streaming AU - Haßler, Björn T2 - Optimization Technologies for Low-Bandwidth Networks DA - 2006/// PY - 2006 PB - ICTP-SDU, Trieste KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - CONF TI - Horizontal refraction of gravity waves in a global ray tracing experiment AU - Haßler, Björn AU - Warner, CD C3 - Geophysical Research Abstracts DA - 2006/// PY - 2006 VL - 8 SP - 09685 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - CONF TI - Style & topic language model adaptation using HMM-LDA AU - Hsu, Bo-June Paul AU - Glass, James C3 - Proceedings of the 2006 Conference on Empirical Methods in Natural Language Processing DA - 2006/// PY - 2006 DP - Google Scholar SP - 373 EP - 381 UR - https://aclanthology.org/W06-1644.pdf Y2 - 2024/02/23/17:09:49 KW - ⛔ No DOI found ER - TY - JOUR AU - Jukes DA - 2006/// PY - 2006 ER - TY - RPRT TI - Teacher motivation and incentives in Malawi AU - Kadzamira, Esme Chipo CY - Zomba, Malawi DA - 2006/// PY - 2006 DP - Google Scholar SP - 1 EP - 26 LA - en PB - Centre for Educational Research and Training University of Malawi UR - https://www.semanticscholar.org/paper/Teacher-motivation-and-incentives-in-Malawi-Kadzamira/a2b3e1fc9da34646466000a5e60947f87fad425b KW - C:Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - CHAP TI - Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung AU - Lauterbach, Uwe T2 - Handbuch Berufsbildungsforschung A2 - Rauner, Felix CY - Bielefeld DA - 2006/// PY - 2006 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2., aktualisierte Aufl LA - de PB - Bertelsmann SN - 978-3-7639-3463-8 ER - TY - RPRT TI - DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the Global South AU - Leach, Jenny AU - Ahmed, Atef AU - Makalima, Shumi AU - Power, Tom CY - London DA - 2006/// PY - 2006 DP - Zotero LA - en PB - DFID UR - http://oro.open.ac.uk/17802/1/ReportFeb2006.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - Quality of Education and Teacher Learning: A Review of the Literature AU - Leu, E. AU - Price-Rom, A. CY - Washington, DC DA - 2006/// PY - 2006 PB - USAID/EQUIP1 ST - Quality of Education and Teacher Learning: A Review of the Literature UR - http://www.equip123.net/docs/E1-QualityEdLitReview.pdf ER - TY - RPRT TI - Field-based models of primary teacher training; case studies of student support systems form sub-Saharan Africa AU - Mattson, E CY - London DA - 2006/// PY - 2006 PB - DfID ER - TY - CHAP TI - Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative T2 - Concepts and Issues in Peace Studies and Conflicts Resolution A2 - Muhammad, H. CY - Kano, General Studies Unit, BUK DA - 2006/// PY - 2006 SP - 117 EP - 133 LA - en ER - TY - JOUR TI - Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea AU - Murthy, C. S. H. N. T2 - Educational Media International AB - Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.) DA - 2006/// PY - 2006 DO - 10.1080/09523980600641213 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Eritrea KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - P:media KW - P:teacher education KW - P:teachers KW - T:TVET KW - Z:Curriculum Design KW - Z:Curriculum Development KW - Z:Developing Nations KW - Z:Educational Radio KW - Z:Educational Television KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Teacher Education KW - Z:Vocational Education KW - publicImportV1 ER - TY - JOUR TI - Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia AU - Muya, Mundia AU - Price, A. D F AU - Edum-Fotwe, F. T. T2 - Construction Management and Economics AB - The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis. DA - 2006/// PY - 2006 DO - 10.1080/01446190500310585 LA - en AN - LOCAL-SCOPUS_ID:32144446093 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:regulation KW - F:teaching KW - P:construction KW - P:crafts KW - P:measurement KW - P:mechanic KW - P:social KW - R:case study KW - R:interview KW - R:questionnaire KW - T:Training KW - Z:Construction craft skills KW - Z:Sub-Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - JOUR TI - Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia AU - Muya, Mundia AU - Price, Andrew D.f. AU - Edum-Fotwe, Francis T. T2 - Engineering, Construction and Architectural Management AB - Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited DA - 2006/// PY - 2006 DO - 10.1108/09699980610669660 LA - en AN - LOCAL-SCOPUS_ID:33745087759 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zambia KW - CA:AandC KW - CCZ:Zambia KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:policy KW - P:construction KW - P:crafts KW - P:nature KW - R:case study KW - R:survey KW - T:Training KW - Z:Construction industry KW - Z:Skills KW - Z:Sub Saharan Africa KW - Z:Training KW - publicImportV1 ER - TY - THES TI - Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province AU - Mwale, Kelly Kezala AB - The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention. DA - 2006/// PY - 2006 UR - http://dspace.unza.zm/handle/123456789/482 Y2 - 2014/04/22/17:22:11 KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - SPRINT ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Handbuch Berufsbildungsforschung A3 - Rauner, Felix CY - Bielefeld DA - 2006/// PY - 2006 DP - Gemeinsamer Bibliotheksverbund ISBN ET - 2., aktualisierte Aufl SP - 828 LA - de PB - Bertelsmann SN - 978-3-7639-3463-8 KW - Architecture / Study & Teaching KW - Education / Administration / General KW - Education / Vocational ER - TY - JOUR TI - The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas AU - Ryden, Barbara S. T2 - The Astrophysical Journal DA - 2006/// PY - 2006 DO - 10.1086/500497 DP - Google Scholar VL - 641 IS - 2 SP - 773 KW - __C:filed:1 ER - TY - JOUR TI - The role of formative evaluation in implementation research and the QUERI experience AU - Stetler, Cheryl B. AU - Legro, Marcia W. AU - Wallace, Carolyn M. AU - Bowman, Candice AU - Guihan, Marylou AU - Hagedorn, Hildi AU - Kimmel, Barbara AU - Sharp, Nancy D. AU - Smith, Jeffrey L. T2 - Journal of general internal medicine DA - 2006/// PY - 2006 DO - 10.1007/s11606-006-0267-9 DP - Google Scholar VL - 21 IS - 2 SP - S1 EP - S8 ER - TY - JOUR TI - Researching and writing from an African-American perspective: reflective notes on three research studies AU - Tillman, L.C. T2 - International Journal of Qualitative Studies in Education DA - 2006/// PY - 2006 DO - 10.1080/09518390600696513 VL - 19 IS - 3 SP - 265 EP - 287 SN - 0951-8398 (print) / 1366-5898 (online)/06/020265-23 ST - Researching and writing from an African-American perspective: reflective notes on three research studies UR - http://dx.doi.org/10.1080/09518390600696513 ER - TY - RPRT TI - TVET for Sustainable Development: Opportunities and Challenges AU - UNESCO-UNEVOC DA - 2006/// PY - 2006 DP - Zotero LA - en ER - TY - JOUR TI - Sound insulation of double frame partitions with an internal gypsum board layer AU - Uris, Antonio AU - Bravo, Jose Maria AU - Gomez-Lozano, Vicente AU - Ramirez, Patricio AU - Llinares, Jaime T2 - Applied Acoustics DA - 2006/09// PY - 2006 DO - 10.1016/j.apacoust.2005.11.006 DP - DOI.org (Crossref) VL - 67 IS - 9 SP - 918 EP - 925 J2 - Applied Acoustics LA - en SN - 0003682X UR - https://linkinghub.elsevier.com/retrieve/pii/S0003682X05001799 Y2 - 2024/03/27/14:59:38 ER - TY - RPRT TI - Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand AU - Vandenbosch, T DA - 2006/// PY - 2006 LA - en UR - http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Benin KW - C:Burkina Faso KW - C:Ethiopia KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:ministry KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:environment KW - Q:ICT KW - Q:certificate KW - Q:secondary education KW - R:impact KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:apprenticeship training KW - T:trainee KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Document de Travail - La formation en secteur informel: Note de problématique AU - Walther, Richard CY - Paris, France DA - 2006/// PY - 2006 LA - French PB - Agence Française de Développement SN - 15 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Cameroon KW - C:Morocco KW - C:Senegal KW - C:South Africa KW - CLL:fr KW - publicImportV1 ER - TY - RPRT TI - Defining sexual health: report of a technical consultation on sexual health, 28–31 January 2002, Geneva AU - World Health Organization CY - Geneva DA - 2006/// PY - 2006 UR - https://www.cesas.lu/perch/resources/whodefiningsexualhealth.pdf Y2 - 2023/08/28/11:10:47 ER - TY - JOUR TI - Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland AU - Munn, Penny AU - Ellis, Sue T2 - The Curriculum Journal AB - Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. DA - 2005/09/01/ PY - 2005 DO - 10.1080/09585170500256503 DP - Taylor and Francis+NEJM VL - 16 IS - 3 SP - 341 EP - 362 SN - 0958-5176 UR - https://doi.org/10.1080/09585170500256503 Y2 - 2020/11/20/09:45:50 KW - _Added to LR KW - _G:reviewed KW - change model KW - implementation KW - reading recovery KW - school effect ER - TY - JOUR TI - Shariah Implementation and Democracy in Nigeria: Expected Problems and Prospects” in Al-Ijtihad T2 - The Journal of Islamization of Knowledge and Contemporary Issues DA - 2005/07// PY - 2005 VL - 6 IS - 2 SP - , EP - 39 – 53 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Realist review--a new method of systematic review designed for complex policy interventions AU - Pawson, Ray AU - Greenhalgh, Trisha AU - Harvey, Gill AU - Walshe, Kieran T2 - Journal of Health Services Research & Policy AB - Evidence-based policy is a dominant theme in contemporary public services but the practical realities and challenges involved in using evidence in policy-making are formidable. Part of the problem is one of complexity. In health services and other public services, we are dealing with complex social interventions which act on complex social systems--things like league tables, performance measures, regulation and inspection, or funding reforms. These are not 'magic bullets' which will always hit their target, but programmes whose effects are crucially dependent on context and implementation. Traditional methods of review focus on measuring and reporting on programme effectiveness, often find that the evidence is mixed or conflicting, and provide little or no clue as to why the intervention worked or did not work when applied in different contexts or circumstances, deployed by different stakeholders, or used for different purposes. This paper offers a model of research synthesis which is designed to work with complex social interventions or programmes, and which is based on the emerging 'realist' approach to evaluation. It provides an explanatory analysis aimed at discerning what works for whom, in what circumstances, in what respects and how. The first step is to make explicit the programme theory (or theories)--the underlying assumptions about how an intervention is meant to work and what impacts it is expected to have. We then look for empirical evidence to populate this theoretical framework, supporting, contradicting or modifying the programme theories as it goes. The results of the review combine theoretical understanding and empirical evidence, and focus on explaining the relationship between the context in which the intervention is applied, the mechanisms by which it works and the outcomes which are produced. The aim is to enable decision-makers to reach a deeper understanding of the intervention and how it can be made to work most effectively. Realist review does not provide simple answers to complex questions. It will not tell policy-makers or managers whether something works or not, but will provide the policy and practice community with the kind of rich, detailed and highly practical understanding of complex social interventions which is likely to be of much more use to them when planning and implementing programmes at a national, regional or local level. DA - 2005/07// PY - 2005 DO - 10.1258/1355819054308530 DP - PubMed VL - 10 Suppl 1 SP - 21 EP - 34 J2 - J Health Serv Res Policy LA - eng SN - 1355-8196 KW - Evaluation Studies as Topic KW - Evidence-Based Medicine KW - Models, Theoretical KW - Policy Making KW - Practice Patterns, Physicians' KW - State Medicine KW - United Kingdom ER - TY - JOUR TI - Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Wyckoff, James T2 - American Economic Review DA - 2005/05// PY - 2005 DO - 10.1257/000282805774669628 DP - www.aeaweb.org VL - 95 IS - 2 SP - 166 EP - 171 LA - en SN - 0002-8282 UR - https://www.aeaweb.org/articles?id=10.1257/000282805774669628 Y2 - 2021/03/07/17:41:38 KW - Analysis of Education KW - Public Sector Labor Markets KW - _C:Georgia GEO KW - _C:Norway NOR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Om kvalitet i kvalitativa studier AU - Larsson, Staffan T2 - Nordic Studies in Education DA - 2005/03/18/ PY - 2005 DO - 10.18261/ISSN1891-5949-2005-01-03 DP - idunn.no (Atypon) VL - 25 IS - 1 SP - 16 EP - 35 J2 - Nordisk pedagogik SN - 1891-5914 UR - https://www.idunn.no/doi/abs/10.18261/ISSN1891-5949-2005-01-03 Y2 - 2023/12/22/21:35:13 ER - TY - ELEC TI - BBiG - nichtamtliches Inhaltsverzeichnis DA - 2005/// PY - 2005 UR - https://www.gesetze-im-internet.de/bbig_2005/index.html Y2 - 2020/08/08/13:58:41 ER - TY - CONF TI - Colloque de Libreville au Gabon Éducation technologique, formation professionnelle et développement durable AB - Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef … C3 - RAIFFET DA - 2005/// PY - 2005 LA - fr-FR ST - 2005 UR - https://raiffet.org/2005-colloque-de-libreville-au-gabon-education-technologique-formation-professionnelle-et-developpement-durable/ Y2 - 2020/02/02/11:19:58 KW - ⛔ No DOI found ER - TY - BOOK TI - Vocational education and training in southern Africa: a comparative study AU - Akoojee, Salim AU - Gewer, Anthony AU - McGrath, Simon A. T2 - Research Programme on Human Resources Development, Human Sciences Research Council A3 - Research Programme on Human Resources Development (Human Sciences Research Council) AB - Introduction This volume is intended to develop and share knowledge within the southern African region regarding the challenges faced by vocational education and training (VET) systems and the responses to these challenges. Some of these challenges arise out of the history of VET in the region, whilst others relate to current international discourses about VET. The field of VET in southern Africa has been badly neglected. It is very difficult to find an article in the international journals on the topic, and it is even less likely that it will have been written by a national of the region, based at one of its research institutions. VET has also attracted little attention in the policy community for more than a decade, given the donor fascination with basic education since the World Conference on Education for All in 1990 (McGrath 2002). However, VET can play an important role in supporting social and economic development goals, and major VET policy reforms and the creation of new institutions are either underway or planned in all seven countries under study in this book. Therefore, it is my intention in this introduction to illuminate the nature of some of these changes, their origins and their likelihood of success. In so doing, I will show how VET is an important policy nexus – located as it is between economic and educational policy, between the state and the market, and between concerns with poverty and growth. Before this volume turns to examine this complexity through an exploration of the experiences of seven countries (Botswana, Lesotho, Mauritius, Mozambique, Namibia, South Africa and Swaziland), it is important to locate these national and contemporary debates in the historical evolution of ideas about VET. In so doing, I will look at both internal trends within Africa and the impact of external ideas. CN - LC1047.S6 V63 2005 DA - 2005/// PY - 2005 DP - Library of Congress ISBN LA - en ST - Vocational education and training in southern Africa UR - https://books.google.co.uk/books?hl=en&lr=&id=6ykR1dWWo50C&oi=fnd&pg=PP11&dq=%22Vocational+education+and+training%22+%22East+Africa%22+ICT&ots=WRlduHlI21&sig=jBn7mOuiw9DThFN0hTEMo_CmAnw KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - AA:Africa, Southern KW - C:Botswana KW - C:Lesotho KW - C:Mauritius KW - C:Mozambique KW - C:Namibia KW - C:South Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - JOUR TI - Architecture of Sysperanto: a model-based ontology of the is field AU - Alter, S. T2 - Communications of the Association for Information Systems DA - 2005/// PY - 2005 VL - 15 IS - 1 SP - 1 EP - 40 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Remedying education: Evidence from Two randomized experiments in India AU - Banerjee, Abhijit AU - Cole, Shawn AU - Duflo, Esther AU - Linden, Leigh L AB - Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate waysto improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year afterleaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes. CY - Cambridge, MA DA - 2005/// PY - 2005 M3 - Working Paper PB - NBER SN - 11904 UR - https://www.nber.org/system/files/working_papers/w11904/w11904.pdf Y2 - 2020/07/27/15:55:33 KW - _Added to LR KW - _T:reviewed ER - TY - RPRT TI - Creating and sustaining effective professional learning communities AU - Bolam, Ray AU - McMahon, Agnes AU - Stoll, Louise AU - Thomas, Sally AU - Wallace, Mike AU - Greenwood, Angela AU - Hawkey, Kate AU - Ingram, Malcolm AU - Atkinson, Adele AU - Smith, Michele DA - 2005/// PY - 2005 PB - Research report ER - TY - CHAP TI - Lernen in Arbeitsprozessen - Kompetenzentwicklung AU - Bremer, Rainer T2 - Handbuch Berufsbildungsforschung CY - Bielefeld DA - 2005/// PY - 2005 SP - 283 EP - 295 PB - W. Bertelsmann ER - TY - JOUR TI - The impact of collaborative continuing professional development (CPD) on classroom teaching and learning AU - Cordingley, Philippa AU - Bell, Miranda AU - Thomason, S. AU - Firth, A. T2 - Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning DA - 2005/// PY - 2005 KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching as a profession: Lessons in teacher preparation and professional development AU - Darling-Hammond, L. T2 - Phi delta kappan DA - 2005/// PY - 2005 DO - 10.1177/003172170508700318 VL - 87 IS - 3 SP - 237 UR - http://www.oup.hu/howhigh_doug.pdf. ER - TY - JOUR TI - Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia AU - Dawson, Angela AU - Joof, Balla Musa T2 - Education for Health: Change in Learning and Practice AB - Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor & Francis. DA - 2005/// PY - 2005 DO - 10.1080/13576280500307264 LA - en AN - LOCAL-SCOPUS_ID:28044446976 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing context KW - F:curriculum KW - F:learning KW - P:health KW - P:health professionals KW - P:nurse KW - Q:ICT KW - Q:e-learning KW - R:evaluation KW - R:interview KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Community health nurses KW - Z:Computer based training developing contexts KW - Z:Health worker education and training KW - Z:computer based training developing contexts KW - Z:health worker education and training KW - publicImportV1 ER - TY - BOOK TI - How students learn: Science in the classroom A2 - Donovan, M.S. A2 - Bransford, J.D. CY - Washington, DC DA - 2005/// PY - 2005 PB - National Academies Press ER - TY - BOOK TI - Methods for the economic evaluation of health care programmes AU - Drummond, M.F. AU - Sculpher, M.J. AU - Torrance, G.W. AU - O'Brien, B.J. AU - Stoddart, G.L. CY - Oxford DA - 2005/// PY - 2005 LA - English PB - Oxford University Press UR - https://bit.ly/3rbtRb1 Y2 - 2021/06/15/16:44:48 ER - TY - JOUR TI - Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning AU - Fuller, Alison AU - Hodkinson, Heather AU - Hodkinson, Phil AU - Unwin, Lorna T2 - British Educational Research Journal DA - 2005/02// PY - 2005 DO - 10.1080/0141192052000310029 DP - CrossRef VL - 31 IS - 1 SP - 49 EP - 68 LA - en SN - 0141-1926, 1469-3518 ST - Learning as peripheral participation in communities of practice UR - http://doi.wiley.com/10.1080/0141192052000310029 Y2 - 2016/02/13/17:30:23 ER - TY - GEN TI - BNVQF - Botswana National Vocational Qualifications Framework AU - Government of Botswana DA - 2005/// PY - 2005 LA - English UR - http://bqa.org.bw/sites/default/files/qualification-file/S00012.pdf Y2 - 2018/11/28/21:23:07 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Botswana KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City AU - Hanson, Kobena T2 - GeoJournal AB - This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005. DA - 2005/// PY - 2005 DO - 10.1007/s10708-005-7915-1 LA - en AN - LOCAL-SCOPUS_ID:24144439325 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:economy KW - P:measurement KW - P:social KW - T:Lehrlingsausbildung KW - Z:Apprenticeship contracts KW - Z:Micro-enterprises KW - Z:Social networks KW - Z:Socio-economic vulnerability KW - Z:Urban livelihoods KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Survey Measures of Web-Oriented Digital Literacy AU - Hargittai, Eszter T2 - Social Science Computer Review AB - This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic. DA - 2005/08// PY - 2005 DO - 10.1177/0894439305275911 DP - DOI.org (Crossref) VL - 23 IS - 3 SP - 371 EP - 379 J2 - Social Science Computer Review LA - en SN - 0894-4393, 1552-8286 UR - http://journals.sagepub.com/doi/10.1177/0894439305275911 Y2 - 2024/01/12/09:29:21 ER - TY - JOUR TI - How do carers of disabled children cope? The Ugandan perspective AU - Hartley, SOVP AU - Ojwang, P. AU - Baguwemu, A. AU - Ddamulira, M. AU - Chavuta, A. T2 - Child: care, health and development DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2214.2004.00464.x DP - Google Scholar VL - 31 IS - 2 SP - 167 EP - 180 ST - How do carers of disabled children cope? ER - TY - CONF TI - Freudbot: An investigation of chatbot technology in distance education AU - Heller, Bob AU - Proctor, Mike AU - Mah, Dean AU - Jewell, Lisa AU - Cheung, Bill C3 - EdMedia+ innovate learning DA - 2005/// PY - 2005 DP - Google Scholar SP - 3913 EP - 3918 PB - Association for the Advancement of Computing in Education (AACE) ST - Freudbot KW - ⛔ No DOI found ER - TY - BOOK TI - Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. AU - InfoDev CY - Washington DA - 2005/// PY - 2005 PB - The World Bank UR - http://www.infodev.org/en/Publication.9.htm ER - TY - RPRT TI - School Mapping and Micro-planning in Primary Education (Tanzania) AU - International Development Center of Japan DA - 2005/// PY - 2005 UR - https://openjicareport.jica.go.jp/pdf/11798204_01.pdf Y2 - 2021/01/30/18:48:36 KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Achievements and Challenges in Meeting the Gender Equity Goals in EFA in Sub-Saharan Africa with a Focus on Southern Africa AU - Kadzamira, E.C. T2 - Education For All, Southern Africa Conference, 7-10 February 2005, Johannesburg, South Africa. DA - 2005/// PY - 2005 LA - en KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Tensions and dilemmas of cross-cultural transfer of knowledge: post-structural/postcolonial reflections on an innovative teacher education in Pakistan AU - Kanu, Yatta T2 - International Journal of Educational Development DA - 2005/// PY - 2005 DO - 10.1016/j.ijedudev.2005.01.002 VL - 25 IS - 5 SP - 493 EP - 513 ER - TY - BOOK TI - The adult learner AU - Knowles, M.S. AU - Holton, E.F. AU - Swanson, R.A. CY - Burlington, MA DA - 2005/// PY - 2005 ET - 6th ed PB - Elsevier ER - TY - RPRT TI - Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2. AU - Leu, Elizabeth AU - Hays, Frances AU - LeCzel, Donna Kay AU - O'Grady, Barbara T2 - GEC Working paper series CY - Washington, DC DA - 2005/// PY - 2005 DP - Google Scholar PB - Academy for Educational Development (AED) ST - Quality Teaching UR - http://eric.ed.gov/?id=ED537472 Y2 - 2015/01/13/15:08:40 ER - TY - JOUR TI - An Examination of the Evidence-Based Literacy Research in Deaf Education AU - Luckner, John L. AU - Sebald, Ann M. AU - Cooney, John AU - Young, John AU - Muir, Sheryl Goodwin T2 - American Annals of the Deaf DA - 2005/// PY - 2005 DO - 10.1353/aad.2006.0008 DP - DOI.org (Crossref) VL - 150 IS - 5 SP - 443 EP - 456 J2 - American Annals of the Deaf LA - en SN - 1543-0375 UR - http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v150/150.5luckner.html AN - 10.1353/aad.2006.0008;503888:ZL997RBJ Y2 - 2020/03/02/15:32:29 KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The SACMEQ II Project in Kenya: A study of the conditions of schooling and the quality of education. Kenya Working Report, SACMEQ Educational Policy Research Series. Harare and Nairobi: Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and Kenya Ministry of Education AU - Onsomu, E. AU - Nzomo, J. AU - Obiero, C. DA - 2005/// PY - 2005 UR - http://datatopics.worldbank.org/hnp/files/edstats/kenstu05.pdf. KW - ⛔ No DOI found ER - TY - JOUR TI - Kidscreen quality-of-life measure for children and adolescents AU - Ravens-Sieberer, U AU - Gosch, A AU - Erhart, M AU - Bruil, J AU - Duer, W AU - Auquier, P AU - Power, M AU - Abel, T AU - Czemy, L AU - Mazur, J AU - Czimbalmos, A AU - Tountas, Y AU - Hagquist, C AU - Kilroe, J T2 - Expert Review of Pharmacoeconomics & Outcomes Research DA - 2005/// PY - 2005 DO - 10.1586/14737167.5.3.353 VL - 5 IS - 3 KW - Done:ReferenceFixed KW - eCubed ER - TY - JOUR TI - At last: Recent applications of new literacy studies in educational contexts AU - Street, B V T2 - Research in the Teaching of English DA - 2005/// PY - 2005 VL - 39 IS - 4 SP - 417 EP - 423 Y2 - 2021/03/28/00:00:00 KW - ⛔ No DOI found ER - TY - CONF TI - Cassava Development at the Local Government Level: “Implementation Strategies AU - Tudunwada, I.Y. C3 - Joint Consultative Conference on the Implementation of Federal Government Programs on Cassava Development at the Local Government Level. Organized by National Council for Local Government Departments of Agriculture and the Nigerian –British DA - 2005/// PY - 2005 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Dos and don't in monitoring and evaluation AU - Unwin, T. AU - Day, B. T2 - Excerpted from the infoDev publication: Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries DA - 2005/// PY - 2005 SP - 65 EP - 70 ST - Dos and don't in monitoring and evaluation KW - ⛔ No DOI found ER - TY - JOUR TI - Towards a framework for the use of ICT in teacher training in Africa AU - Unwin, Tim T2 - Open Learning: The Journal of Open, Distance and e-Learning DA - 2005/// PY - 2005 DO - 10.1080/02680510500094124 VL - 20 IS - 2 SP - 113 EP - 129 ER - TY - JOUR TI - Effects of Early Childhood Psychosocial Stimulation and Nutritional Supplementation on Cognition and Education in GrowthStunted Jamaican Children: Prospective Cohort Study. AU - Walker, Susan P. AU - Chang, Susan M. AU - Powell, Christine A. AU - Grantham-McGregor, Sally M. T2 - The Lancet DA - 2005/// PY - 2005 DO - 10.1016/S0140-6736(05)67574-5 VL - 366 SP - 1804 EP - 1807 UR - https://www.sciencedirect.com/science/article/abs/pii/S0140673605675745 ER - TY - JOUR TI - Meta-synthesis method for qualitative research: a literature review AU - Walsh, Denis AU - Downe, Soo T2 - Journal of Advanced Nursing AB - Aim. This paper discusses the purpose and stages of meta-synthesis and the epistemological status of knowledge generated from the technique. Particular attention is paid to exploring the contested areas of the method that remain. Background. There is a growing interest in meta-synthesis as a technique for generating new insights and understanding from qualitative health care research. An increasing number of meta-synthesis papers are appearing in the nursing and midwifery literature. Methods. Literature on the technique of meta-synthesis and examples of meta-synthesis papers were searched and reviewed. A meta-synthesis exercise was undertaken, and this informed reflection and critique of the method. Findings. Meta-synthesis attempts to integrate results from a number of different but inter-related qualitative studies. The technique has an interpretive, rather than aggregating, intent, in contrast to meta-analysis of quantitative studies. Examples from the literature indicate that some aspects of the technique are not yet fully established. Conclusion. Despite the contingent nature of evidence gleaned from meta-synthesis and current lack of consensus about some of its aspects, meta-synthesis is an important technique for qualitative researchers and can deepen understanding of the contextual dimensions of health care. DA - 2005/// PY - 2005 DO - 10.1111/j.1365-2648.2005.03380.x DP - Wiley Online Library VL - 50 IS - 2 SP - 204 EP - 211 LA - en SN - 1365-2648 ST - Meta-synthesis method for qualitative research UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2648.2005.03380.x Y2 - 2021/04/17/19:26:51 KW - contextual KW - interpretive KW - literature review KW - meta-synthesis KW - midwifery KW - qualitative research ER - TY - RPRT TI - Improving Educational Quality through Interactive Radio Instruction AU - World Bank DA - 2005/// PY - 2005 LA - EN ER - TY - BOOK TI - Despite the Odds DA - 2004/07/26/Mon, - 12:00 PY - 2004 DP - press.princeton.edu LA - en SN - 978-0-691-11800-0 UR - https://press.princeton.edu/books/paperback/9780691118000/despite-the-odds Y2 - 2020/09/06/16:40:26 ER - TY - RPRT TI - A review of the research literature on barriers to the uptake of ICT by teachers AU - Becta DA - 2004/// PY - 2004 DP - Zotero LA - en UR - https://dera.ioe.ac.uk//1603/ ER - TY - RPRT TI - What the research says about portable ICT devices in teaching and learning AU - Becta T2 - What the Research Says CY - Coventry DA - 2004/// PY - 2004 PB - British Educational Communications and Technology Agency (Becta) ST - What the research says about portable ICT devices in teaching and learning UR - http://www.becta.org.uk/research ER - TY - JOUR TI - Educational inequality and the expansion of UK higher education AU - Blanden, Jo AU - Machin, Stephen T2 - Scottish Journal of Political Economy AB - In this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non-parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence. DA - 2004/// PY - 2004 DO - 10.1111/j.0036-9292.2004.00304.x DP - Google Scholar VL - 51 IS - 2 SP - 230 EP - 249 LA - en SN - 1467-9485 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.0036-9292.2004.00304.x ER - TY - JOUR TI - Distance Learning for Teacher Training in Brazil AU - Bof, Alvana T2 - International Review of Research in Open and Distance Learning DA - 2004/// PY - 2004 DO - 10.19173/irrodl.v5i1.172 VL - 5 IS - 1 LA - EN KW - C:Brazil KW - _C:Brazil BRA KW - _C:Germany DEU KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Professional development and teacher learning: mapping the terrain AU - Borko, H. T2 - Educational Researcher DA - 2004/// PY - 2004 DO - 10.3102/0013189X033008003 VL - 33 IS - 8 SP - 3 EP - 15 ER - TY - JOUR TI - Collaboration and self-regulation in teachers' professional development AU - Butler, D.L. AU - Lauscher, H.N. AU - Jarvis-Selinger, S. AU - Beckingham, B. T2 - Teaching and Teacher Education DA - 2004/// PY - 2004 DO - 10.1016/j.tate.2004.04.003 VL - 20 IS - 5 SP - 435 EP - 455 ST - Collaboration and self-regulation in teachers' professional development ER - TY - CHAP TI - Shifting power to make a difference AU - Chambers, Robert AU - Pettit, Jethro T2 - Inclusive aid DA - 2004/// PY - 2004 DP - Google Scholar SP - 155 EP - 180 PB - Routledge ER - TY - JOUR TI - The Impact of HIV/AIDS on the Education Sector in Malawi: Study 2; Examining the Impact of HIV/AIDS on Governance in the Education Sector AU - Chawani, Brenner S. AU - Kadzamira, Esme T2 - Ministry of Education Science and Technology (MoEST)/IIEP-UNESCO, Lilongwe, Malawi DA - 2004/// PY - 2004 DP - Google Scholar ST - The Impact of HIV/AIDS on the Education Sector in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - CONF TI - From transmission to collaborative learning: Best evidence in continuing professional development (CPD) AU - Cordingley, P AU - Rundell, B AU - Temperey, J AU - McGregor, J T2 - International Congress for School Effectiveness and Improvement (ICSEI) C1 - Rotterdam, The Netherlands DA - 2004/// PY - 2004 KW - ⛔ No DOI found ER - TY - JOUR TI - The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study AU - Davies, Theresa-Anne AU - Farquharson, Fiona T2 - Journal of Vocational Education & Training AB - Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.) DA - 2004/// PY - 2004 DO - 10.1080/13636820400200253 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:outcomes KW - P:measurement KW - R:case study KW - T:Lehrlingsausbildung KW - T:TVET KW - T:Training KW - Z:Apprenticeships KW - Z:Case Studies KW - Z:Education Work Relationship KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Job Training KW - Z:Labor Market KW - Z:Models KW - Z:Pilot Projects KW - Z:Skill Development KW - Z:Vocational Education KW - Z:Work Experience KW - publicImportV1 ER - TY - JOUR TI - The Impact of Education on Fertility and Child Mortality: Do Fathers Really Matter Less Than Mothers? AU - Duflo, E. AU - Breierova, L. T2 - NBER Working Paper DA - 2004/// PY - 2004 VL - 10513 UR - https://www.nber.org/papers/w10513 KW - ⛔ No DOI found ER - TY - JOUR TI - Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya. AU - Glewwe, Paul AU - Kremer, Michael AU - Moulin, Sylvie AU - Zitzewitz, Eric T2 - Journal of Development Economics DA - 2004/// PY - 2004 DO - 10.1016/j.jdeveco.2003.12.010 SP - 251 EP - 268 UR - https://www.sciencedirect.com/science/article/abs/pii/S030438780300186X ER - TY - BOOK TI - Inclusive aid: changing power and relationships in international development A3 - Groves, Leslie Christine A3 - Hinton, Rachel Barbara CN - HC60 .I418 2004 CY - London ; Sterling, Va DA - 2004/// PY - 2004 DP - Library of Congress ISBN SP - 237 LA - en PB - Earthscan SN - 978-1-84407-033-6 978-1-84407-032-9 ST - Inclusive aid KW - Developing countries KW - Economic assistance KW - Poverty ER - TY - MPCT TI - The African Institute for Mathematical Sciences A3 - Haßler, Björn DA - 2004/// PY - 2004 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The experience of fresher students in mathematics diagnostic testing (MSOR) AU - Haßler, Björn AU - Atkinson, Richard AU - Quinney, Douglas AU - Barry, Mike T2 - MSOR Connections DA - 2004/// PY - 2004 DO - 10.11120/msor.2004.04030017 VL - 4 IS - 3 SP - 17 EP - 23 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - Preliminary estimates of missing force magnitudes AU - Haßler, Björn AU - Warner, CD AU - McIntyre, ME T2 - 1st General Assembly of the European Geophysical Union C1 - Nice DA - 2004/// PY - 2004 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - What works in girls' education: Evidence and policies from the developing world AU - Herz, Barbara AU - Sperling, Gene B. DA - 2004/// PY - 2004 KW - ⛔ No DOI found ER - TY - JOUR TI - A rationale for reconfiguring tertiary education in Montserrat & the OECS to meet the life-long learning challenges of the twentyfirst century AU - Howe, G. AU - Cassell, DAPHNE T2 - Retrieved October DA - 2004/// PY - 2004 DP - Google Scholar VL - 8 SP - 2007 KW - _C:Antigua and Barbuda ATG KW - _C:Bahamas BHS KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Dominica DMA KW - _C:France FRA KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Spain ESP KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Financing Primary Education for All: Public expenditure and education outcomes in Malawi AU - Kadzamira, Esme C. AU - Nthara, Khwima AU - Kholowa, Foster DA - 2004/// PY - 2004 DP - Google Scholar PB - Institute of Development Studies ST - Financing Primary Education for All KW - _C:Malawi MWI ER - TY - JOUR TI - Malawi: Study of Non-state providers of basic services AU - Kadzamira, Esme AU - Moran, Dominique AU - Mulligan, Jo AU - Ndirenda, Nebert AU - Reed, B. AU - Rose, P. T2 - DFID Policy division DA - 2004/// PY - 2004 DP - Google Scholar ST - Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Procedures for Undertaking Systematic Reviews AU - Kitchenham, B DA - 2004/// PY - 2004 M3 - Joint Technical Report SN - TR/SE-0401 and NICTA 0400011T ER - TY - JOUR TI - The classroom assessment scoring system: Findings from the prekindergarten year AU - La Paro, Karen M. AU - Pianta, Robert C. AU - Stuhlman, Megan T2 - The elementary school journal DA - 2004/// PY - 2004 DO - 10.1086/499760 DP - Google Scholar VL - 104 IS - 5 SP - 409 EP - 426 ST - The classroom assessment scoring system ER - TY - GEN TI - Gender violence in schools: Malawi AU - Leach, F. AU - Fiscian, V. AU - Kadzamira, E. AU - Lemani, E. AU - Machakanja, P. DA - 2004/// PY - 2004 LA - English UR - http://ndr.mw:8080/xmlui/bitstream/handle/123456789/146/Gender%20Violence_newsletter4-1.pdf?sequence=1 Y2 - 2022/08/17/15:22:51 KW - _C:Malawi MWI ER - TY - JOUR TI - The patterns and purposes of school-based and cluster teacher professional development programs AU - Leu, Elizabeth T2 - Issues Brief DA - 2004/// PY - 2004 DP - Google Scholar VL - 1 UR - http://www.equip123.net/docs/working-p2.pdf Y2 - 2014/07/22/09:14:47 KW - ⛔ No DOI found ER - TY - CHAP TI - Knowledge and identity: An African Vision of Higher Education Transformation AU - Makgoba, Malegapuru AU - Seepe, Sipho T2 - Towards an African Identity of Higher Education A2 - Seepe, Sipho DA - 2004/// PY - 2004 PB - Vista University ER - TY - CONF TI - Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment AU - McKenna, Peter AU - Laycock, Ben C3 - Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education DA - 2004/// PY - 2004 DO - 10.1145/1007996.1008041 DP - Google Scholar SP - 166 EP - 170 ST - Constructivist or instructivist ER - TY - BOOK TI - Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning AU - Moran, L AU - Rumble, G AB - The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches. DA - 2004/// PY - 2004 VL - 5 LA - en UR - https://content.taylorfrancis.com/books/download?dac=C2004-0-01665-6&isbn=9781134283057&format=googlePreviewPdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - P:measurement KW - P:media KW - P:teacher education KW - Q:ICT KW - Q:ODEL KW - Q:distance education KW - Q:distance learning KW - Q:educational technology KW - Q:open learning KW - T:Ausbildung KW - T:Educação Profissional Técnica de Nível Médio KW - T:Educação profissionalizante KW - T:Fortbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:continuing education KW - T:work-based learning KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Literature review in mobile technologies and learning AU - Naismith, Laura AU - Sharples, Mike AU - Vavoula, Giasemi AU - Lonsdale, Peter DA - 2004/// PY - 2004 DP - Google Scholar UR - http://telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf Y2 - 2014/05/10/00:14:22 KW - ⛔ No DOI found ER - TY - JOUR TI - The combined use of qualitative and quantitative methods in educational research AU - Niglas, Katrin T2 - undefined AB - Figure 2. Relationship between philosophy and methodology in social science and educational research (adapted from Niglas 2001a and 2001b) - "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" DA - 2004/// PY - 2004 DP - www.semanticscholar.org LA - en UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396/figure/2 Y2 - 2021/11/06/23:20:27 KW - ⛔ No DOI found ER - TY - JOUR TI - THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT AU - Niglas, Katrin T2 - undefined AB - Semantic Scholar extracted view of "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" by Katrin Niglas DA - 2004/// PY - 2004 DP - www.semanticscholar.org LA - en UR - https://www.semanticscholar.org/paper/THE-COMBINED-USE-OF-QUALITATIVE-AND-QUANTITATIVE-IN-Niglas/49166bdec1ad53d05c05d853d60a8495eedd2396 Y2 - 2022/03/02/22:49:50 KW - ⛔ No DOI found ER - TY - JOUR TI - Safe Handling of Agricultural Chemicals: An Introductory Manual for Agricultural Extension Workers AU - Tudunwada, I.Y. T2 - ISBN DA - 2004/// PY - 2004 SP - 978 EP - 37416 – 1 –6, LA - en KW - ⛔ No DOI found ER - TY - CONF TI - The Effects of Solid Urban Wastes on Some Soil Properties in Kumbotso LGA, Kano State AU - Tudunwada, I.Y. AU - Essiet, E.U. C1 - Kano Tudunwada, I.Y C3 - National Conference of Horticultural Society of Nigeria (HORTSON DA - 2004/// PY - 2004 LA - en PB - Daula Hotel KW - ⛔ No DOI found ER - TY - BOOK TI - A guide to implementation research AU - Werner, Alan DA - 2004/// PY - 2004 DP - Google Scholar PB - The Urban Insitute ER - TY - JOUR TI - Education, Equality and Social Cohesion: A distributional approach AU - GREEN, ANDY AU - PRESTON, JOHN AU - SABATES, RICARDO T2 - Compare: A Journal of Comparative and International Education AB - Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do. DA - 2003/12/01/ PY - 2003 DO - 10.1080/0305792032000127757 DP - Taylor and Francis+NEJM VL - 33 IS - 4 SP - 453 EP - 470 SN - 0305-7925 ST - Education, Equality and Social Cohesion UR - https://doi.org/10.1080/0305792032000127757 Y2 - 2023/01/07/20:45:33 ER - TY - CONF TI - The experience of fresher students in mathematics diagnostic testing (Symposium on Undergraduate Mathematics Teaching) AU - Barry, Mike AU - Quinney, Douglas AU - Haßler, Björn AU - Atkinson, Richard AU - Hirst, Christine T2 - Fourth Southern Hemisphere Symposium on Undergraduate Mathematics Teaching DA - 2003/11/23/27 PY - 2003 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Development and validation of a measure to assess head start children's appraisals of teacher support AU - Mantzicopoulos, Panayota AU - Neuharth-Pritchett, Stacey T2 - Journal of School Psychology AB - In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems. DA - 2003/11/01/ PY - 2003 DO - 10.1016/j.jsp.2003.08.002 DP - ResearchGate VL - 41 SP - 431 EP - 451 J2 - Journal of School Psychology ER - TY - JOUR TI - An instrument to elicit teachers' beliefs and assumptions AU - Donaghue, Helen T2 - ELT Journal AB - 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. DA - 2003/10/01/ PY - 2003 DO - 10.1093/elt/57.4.344 DP - Silverchair VL - 57 IS - 4 SP - 344 EP - 351 J2 - ELT Journal SN - 0951-0893 UR - https://www.researchgate.net/publication/31494759_An_instrument_to_elicit_teachers'_beliefs_and_assumptions Y2 - 2021/06/10/11:46:05 ER - TY - JOUR TI - Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge AU - Darling-Hammond, Linda AU - Sykes, Gary T2 - education policy analysis archives AB - Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility. DA - 2003/09/17/ PY - 2003 DO - 10.14507/epaa.v11n33.2003 DP - epaa.asu.edu VL - 11 IS - 0 SP - 33 LA - en SN - 1068-2341 ST - Wanted, A National Teacher Supply Policy for Education UR - https://epaa.asu.edu/ojs/article/view/261 Y2 - 2021/03/07/17:46:24 KW - Program Development KW - Teacher Qualifications KW - Teacher Supply and Demand KW - _C:Argentina ARG KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Dominican Republic DOM KW - _C:Georgia GEO KW - _C:Singapore SGP KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - With the help of one's neighbors: externalities in the production of nutrition in Peru AU - Alderman, Harold AU - Hentschel, Jesko AU - Sabates, Ricardo T2 - Social Science & Medicine AB - Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households. DA - 2003/05/01/ PY - 2003 DO - 10.1016/S0277-9536(02)00183-1 DP - ScienceDirect VL - 56 IS - 10 SP - 2019 EP - 2031 J2 - Social Science & Medicine LA - en SN - 0277-9536 ST - With the help of one's neighbors UR - https://www.sciencedirect.com/science/article/pii/S0277953602001831 Y2 - 2023/01/07/20:45:45 KW - Externalities KW - Female education KW - Nutrition KW - Peru KW - Sanitation KW - Water ER - TY - RPRT TI - Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report AU - Green, Andy AU - Preston, John AU - Sabates, Ricardo AB - The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN) DA - 2003/03// PY - 2003 DP - ERIC LA - en PB - The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds) ST - Education, Equity and Social Cohesion UR - https://eric.ed.gov/?id=ED478332 Y2 - 2023/01/07/20:46:04 KW - Access to Education KW - Comparative Education KW - Crime KW - Developed Nations KW - Educational Attainment KW - Educational Research KW - Equal Education KW - Foreign Countries KW - Literature Reviews KW - Models KW - Multivariate Analysis KW - Outcomes of Education KW - Research Methodology KW - Role of Education KW - Skill Development KW - Social Capital KW - Social Integration KW - Social Science Research KW - Sociology ER - TY - JOUR TI - Design Experiments in Educational Research AU - Cobb, Paul AU - Confrey, Jere AU - diSessa, Andrea AU - Lehrer, Richard AU - Schauble, Leona T2 - Educational Researcher AB - In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent??engineering? particular forms of learning?and a theoretical orientation?developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed. DA - 2003/01/01/ PY - 2003 DO - 10.3102/0013189X032001009 DP - SAGE Journals VL - 32 IS - 1 SP - 9 EP - 13 LA - en SN - 0013-189X UR - https://doi.org/10.3102/0013189X032001009 Y2 - 2022/11/23/12:12:28 ER - TY - JOUR TI - Short report: Summary of findings from an investigative study of abuse of girls in Malawian primary schools AU - Kadzamira, Esme C. & Lemani Eve T2 - Malawi Journal of Development Education AB - The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID). DA - 2003/01// PY - 2003 DO - 10.10520/AJA17290783_7 DP - journals.co.za (Atypon) VL - 1 IS - 1 SP - 77 EP - 83 ST - Short report UR - https://journals.co.za/doi/abs/10.10520/AJA17290783_7 Y2 - 2022/08/17/15:22:33 KW - _C:Malawi MWI KW - ⚠️ Invalid DOI ER - TY - CHAP TI - Case studies in Diagnostic Testing for Maths AU - Atkinson, R. AU - Barry, M. AU - Haßler, Björn AU - Quinney, D. T2 - Diagnostic Testing for Maths T3 - LTSN MathsTeam AB - "Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2. C2 - LTSN MathsTeam DA - 2003/// PY - 2003 SV - Vol 3, No 2. KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - The impact of HIV/AIDS on the education sector in Malawi AU - Chawani, Brenner Samuel AU - Kadzamira, Esme C. DA - 2003/// PY - 2003 DP - Google Scholar PB - Ministry of Education, Science and Technology (MoEst), Government of Malawi KW - _C:Malawi MWI ER - TY - CONF TI - Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis AU - Dembélé, Martial AU - Miaro-II, Be Rammaj C3 - Background paper for the Beinnial Meeting of ADEA, Grand Baie Mauritius DA - 2003/// PY - 2003 DP - Google Scholar PB - Citeseer ST - Pedagogical renewal and teacher development in sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Rigor in information systems positivist case research: current practices, trends, and recommendations AU - Dube ́, L AU - Paré, G T2 - MIS Quarterly DA - 2003/// PY - 2003 DO - 10.2307/30036550 VL - 27 IS - 4 SP - 597 EP - 636 LA - en ER - TY - RPRT TI - Core Keywording Strategy AU - EPPI Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf Y2 - 2023/10/30/17:42:18 ER - TY - RPRT TI - EPPI-Centre Guidelines for extracting data and quality assessing primary studies in educational research AU - EPPI-Centre DA - 2003/// PY - 2003 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - A review of traditional Ghanaian and Western philosophies of adult education AU - Fordjor, P AU - Kotoh, , A AU - Kpeli, K Kumah T2 - International Journal of Lifelong Education AB - The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa. DA - 2003/// PY - 2003 DO - 10.1080/0260137032000055321 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:measurement KW - Q:adult education KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprentice KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - A Proposal for a National Curriculum Policy for the Grenada Education System AU - Gift, Edrick H. AU - Curriculum, A. National AU - Gift, Edrick H. AU - D, Ph CY - Washington, D.C. DA - 2003/// PY - 2003 DP - CiteSeer LA - English PB - World Bank KW - _G:reviewed KW - _Not used in LR ER - TY - JOUR TI - Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa AU - Howie, Sarah J. T2 - African Journal of Research in Mathematics, Science and Technology Education DA - 2003/01// PY - 2003 DO - 10.1080/10288457.2003.10740545 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 1 EP - 20 J2 - African Journal of Research in Mathematics, Science and Technology Education LA - en SN - 1811-7295, 2469-7656 UR - https://www.tandfonline.com/doi/full/10.1080/10288457.2003.10740545 Y2 - 2020/04/28/12:26:13 ER - TY - JOUR TI - Perceptions of professional learning communities AU - Huffman, Jane AU - Jacobson, Arminta T2 - Int. Leadership in Education DA - 2003/// PY - 2003 DO - 10.1080/1360312022000017480 VL - 6 IS - 3 SP - 239 EP - 250 ER - TY - BOOK TI - Where has all the education gone in Malawi? AU - Kadzamira, Esme C. DA - 2003/// PY - 2003 DP - Google Scholar PB - Institute of Development Studies University of Sussex KW - _C:Malawi MWI ER - TY - JOUR TI - Can free primary education meet the needs of the poor?: evidence from Malawi AU - Kadzamira, Esme AU - Rose, Pauline T2 - International journal of educational development DA - 2003/// PY - 2003 DO - 10.1016/S0738-0593(03)00026-9 DP - Google Scholar VL - 23 IS - 5 SP - 501 EP - 516 ST - Can free primary education meet the needs of the poor? KW - _C:Malawi MWI ER - TY - JOUR TI - Summary of findings from an investigative study of abuse of girls in Malawian primary schools AU - Kadzamira, Eve T2 - Malawi Journal of Development Education DA - 2003/// PY - 2003 DP - Google Scholar VL - 1 IS - 1 SP - 77 EP - 83 KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - An investigative study of the abuse of girls in African schools AU - Leach, Fiona AU - Fiscian, Vivian AU - Kadzamira, Esme AU - Lemani, Eve AU - Machakanja, Pamela DA - 2003/// PY - 2003 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Information and Communication Technologies in Library and Information Science Education in Kenya AU - Minishi-Majanja, Mabel K. AU - Ocholla, Dennis N. T2 - Education for Information AB - Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.) DA - 2003/// PY - 2003 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:assessment KW - F:attitude KW - F:curriculum KW - F:learning KW - F:offline KW - F:pay KW - F:teaching KW - P:administration KW - P:electro KW - P:nature KW - P:services KW - P:technology KW - Q:ICT KW - Q:distance education KW - R:evaluation KW - R:questionnaire KW - SpecialTopic:Library KW - T:Classroom teaching KW - T:Training KW - Z:Administrator Attitudes KW - Z:Curriculum Evaluation KW - Z:Deans KW - Z:Educational Assessment KW - Z:Educational Development KW - Z:Educational Indicators KW - Z:Foreign Countries KW - Z:Information Science Education KW - Z:Information Technology KW - Z:Institutional Characteristics KW - Z:Questionnaires KW - Z:Technology Integration KW - Z:Technology Uses in Education KW - Z:Use Studies KW - publicImportV1 KW - ❓ Multiple DOI ER - TY - RPRT TI - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions AU - Osborne, J. AU - Hennessy, S. CY - Bristol DA - 2003/// PY - 2003 PB - Nesta FutureLab SN - 6 ST - Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions UR - http://www.nestafuturelab.org/research/reviews/se01.htm Y2 - 0025/01/06/00:00:00 ER - TY - BOOK TI - King Arthur's Round Table: How collaborative conversations create smart organizations AU - Perkins, D. CY - Hoboken DA - 2003/// PY - 2003 PB - Wiley SN - 978-0-471-23772-3 ST - King Arthur's Round Table: How collaborative conversations create smart organizations ER - TY - RPRT TI - Vocational Education and Training – An Overview AU - Pütz, Helmut DA - 2003/// PY - 2003 DP - Zotero SP - 86 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Major issues and controveries in the use of mixed methods in the social and behvioral sciences AU - Teddlie, Charles AU - Tashakkori, Abbas T2 - Handbook of mixed methods in social & behavioral research DA - 2003/// PY - 2003 DP - Google Scholar SP - 3 EP - 50 KW - CitedIn:eCubed KW - Done:ReferenceFixed KW - eCubed KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher professional development: An international review of the literature AU - Villegas-Reimers, E. DA - 2003/// PY - 2003 KW - ⛔ No DOI found ER - TY - CHAP TI - Introduction: Learning about teacher learning: reflections of a science educator AU - Wallace, J. T2 - Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning A2 - Wallace, J. A2 - Loughran, J. CY - London DA - 2003/// PY - 2003 SP - 1 EP - 16 PB - Routledge Falmer ST - Introduction: Learning about teacher learning: reflections of a science educator ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Marginality, Social ER - TY - BOOK TI - Technology and social inclusion: rethinking the digital divide AU - Warschauer, Mark CN - HN49.I56 W37 2003 CY - Cambridge, Mass. ; London DA - 2003/// PY - 2003 DP - ul-newton.lib.cam.ac.uk Library Catalog SP - 260 PB - MIT Press SN - 978-0-262-23224-1 ST - Technology and social inclusion KW - Digital divide KW - Final_citation KW - Marginality, Social KW - cited KW - existing ER - TY - JOUR TI - Commercialising higher education in the UK: The state, industry and peer review AU - Willmott, Hugh T2 - Studies in Higher Education DA - 2003/// PY - 2003 DO - 10.1080/0307507032000058127 DP - Google Scholar VL - 28 IS - 2 SP - 129 EP - 141 ST - Commercialising higher education in the UK ER - TY - THES TI - The stratospheric circulation in the tropics AU - Haßler, Björn CY - DAMTP DA - 2002/12// PY - 2002 PB - University of Cambridge KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Outcomes-based education and educational reform in South Africa AU - Botha, Nico T2 - International Journal of Leadership in Education AB - The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed. DA - 2002/10/01/ PY - 2002 DO - 10.1080/13603120110118831 DP - Taylor and Francis+NEJM VL - 5 IS - 4 SP - 361 EP - 371 SN - 1360-3124 UR - https://doi.org/10.1080/13603120110118831 Y2 - 2020/01/08/14:10:40 ER - TY - JOUR TI - Professional development and teacher change AU - Guskey, T. R. T2 - Teachers and Teaching DA - 2002/08/01/Online Publication Date PY - 2002 DO - 10.1080/135406002100000512 VL - 8 IS - 3 SP - 381 EP - 391 ST - Professional development and teacher change UR - http://www.tandfonline.com/doi/abs/10.1080/135406002100000512 ER - TY - JOUR TI - The effects of gender, acclimation state, the opportunity to adjust clothing and physical disability on requirements for thermal comfort AU - Parsons, K. C. T2 - Energy and Buildings T3 - Special Issue on Thermal Comfort Standards AB - A program of laboratory studies into thermal comfort requirements is presented. Two studies used groups of 16 subjects over a range of conditions (warm to cool) to investigate the effects of gender over 3h exposures in simulated living room/office environments. It was found that for identical levels of clothing and activity, there were only small differences in the thermal comfort responses of male and female subjects for neutral and slightly warm conditions. For cool conditions, female subjects tended to be cooler than males. An experiment to investigate the effects of heat acclimation on thermal comfort requirements involved six male subjects providing thermal comfort responses in neutral and slightly warm environments over 2 days. They then carried out an acclimatization program over 4 days, for 2h per day, exercising in a hot (45°C, 40% relative humidity) environment. Thermal comfort responses were then recorded in two sessions over 2 days in identical conditions to the pre-acclimation session. It was found that changes in thermal comfort responses were small and likely to be of little practical significance. An investigation into the behavior of people to maintain thermal comfort by adjusting their clothing was conducted using eight male and eight female subjects. Seated subjects reduced or increased their clothing level by using a wardrobe of clothing that was familiar to them. It was found that subjects can adjust their clothing to maintain thermal comfort, but within limits. Upper limits (clothing off) will be determined by modesty and acceptability. Lower limits (clothing on) will be determined by clothing design and acceptability. A low air temperature limit of 18°C in freely available clothing may provide a working hypothesis. A laboratory study of thermal comfort requirements for people with physical disabilities compared responses with those of people without physical disabilities. It was found that there are few group differences between thermal comfort requirements of people with and without physical disabilities. However, there is a greater necessity to consider individual requirements for people with physical disability. DA - 2002/07/01/ PY - 2002 DO - 10.1016/S0378-7788(02)00009-9 DP - ScienceDirect VL - 34 IS - 6 SP - 593 EP - 599 J2 - Energy and Buildings LA - en SN - 0378-7788 UR - https://www.sciencedirect.com/science/article/pii/S0378778802000099 Y2 - 2022/06/03/08:56:45 KW - Acclimation KW - Disability KW - Gender KW - Thermal comfort ER - TY - JOUR TI - The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana AU - Hedges, John T2 - International Journal of Educational Development T3 - Researching Teacher Education: The Multi Site Teacher Educations Project (MUSTER) AB - This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not. DA - 2002/04/01/ PY - 2002 DO - 10.1016/S0738-0593(01)00057-8 DP - ScienceDirect VL - 22 IS - 3 SP - 353 EP - 366 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059301000578 Y2 - 2022/01/05/20:37:11 KW - Basic education KW - C:Ghana KW - Deployment KW - Ghana KW - Induction KW - NQTs KW - Teacher education ER - TY - JOUR TI - Does it make a difference? Evaluating professional development AU - Guskey, Thomas R T2 - Education Leadership AB - Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes. DA - 2002/03// PY - 2002 DP - Zotero VL - 59 IS - 6 SP - 45 EP - 51 LA - en UR - http://emsyh.org.uk/assets/Uploads/Does-It-Make-a-Difference-Guskey-2002-1.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts AU - Galabawa, Justinian C. J. AU - Agu, Augustine Obeleagu AU - Miyazawa, Ichiro T2 - Evaluation and Program Planning AB - In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action. DA - 2002/02/01/ PY - 2002 DO - 10.1016/S0149-7189(01)00046-5 DP - ScienceDirect VL - 25 IS - 1 SP - 23 EP - 33 J2 - Evaluation and Program Planning LA - en SN - 0149-7189 ST - The impact of school mapping in the development of education in Tanzania UR - http://www.sciencedirect.com/science/article/pii/S0149718901000465 Y2 - 2021/01/30/18:46:48 KW - _C:Central African Republic CAF KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others AU - Abu-Lughod, Lila T2 - American Anthropologist AB - This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism] DA - 2002/// PY - 2002 DO - 10.1525/aa.2002.104.3.783 DP - Wiley Online Library VL - 104 IS - 3 SP - 783 EP - 790 LA - en SN - 1548-1433 ST - Do Muslim Women Really Need Saving? UR - https://onlinelibrary.wiley.com/doi/abs/10.1525/aa.2002.104.3.783 Y2 - 2022/04/04/19:44:38 ER - TY - JOUR TI - The Challenges of community- directed treatment with ivermectin (CDTI) within the African Programme for Onchocerciasis Control (APOC AU - AMAZIGO, U.V.B.R.I.E.G.E.R. AU - W.R., K.A.T.A.B.A.R.W.A.M. AU - Akogun, Oladele B AU - M., N.T.E.P. AU - BOATIN, B. AU - N’DOYO, J. AU - NOMA, M. AU - A, S.E.K.E.T.E.L.I. T2 - Annals of Tropical Medicine and Parasitology DA - 2002/// PY - 2002 VL - l IS - 1 SP - 41 EP - 58 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Delluc, Andre AB - Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO) DA - 2002/// PY - 2002 LA - en ST - Revisiting Technical and Vocational Education in Sub-Saharan Africa Y2 - 2020/02/01/20:52:36 KW - Accreditation (Institutions) KW - Comparative Education KW - Cultural Context KW - Donors KW - Economic Climate KW - Education Work Relationship KW - Educational Administration KW - Educational Change KW - Educational Finance KW - Educational Innovation KW - Educational Policy KW - Foreign Countries KW - Informal Education KW - Labor Market KW - Partnerships in Education KW - Policy Analysis KW - Postsecondary Education KW - Poverty Programs KW - Trend Analysis KW - Vocational Education ER - TY - RPRT TI - Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Esquieu, Paul AB - The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO) CY - Paris DA - 2002/// PY - 2002 DP - Open WorldCat LA - en PB - International Institute for Educational Planning ST - Private technical and vocational education in sub-Saharan Africa UR - https://eric.ed.gov/?id=ED480333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Sub-Saharan Africa KW - C:Mali KW - C:Senegal KW - CA:AandC KW - CC:Mali KW - CC:Senegal KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Case Study KW - F:policy KW - F:regulation KW - P:mechanic KW - P:services KW - Q:Postsecondary Education KW - R:case study KW - R:literature review KW - T:TVET KW - T:Training KW - T:vocational school KW - Z:Case Studies KW - Z:Compliance (Legal) KW - Z:Education Work Relationship KW - Z:Educational Development KW - Z:Educational Finance KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Federal Regulation KW - Z:Foreign Countries KW - Z:Free Enterprise System KW - Z:Government Role KW - Z:Government School Relationship KW - Z:Postsecondary Education KW - Z:Private Education KW - Z:Proprietary Schools KW - Z:Public Education KW - Z:Quality Control KW - Z:School Business Relationship KW - Z:Vocational Education KW - Z:Vocational Schools KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Improving micro-planningin education througha Geographical Information SystemStudies on Ethiopia and Palestine AU - Attfield, Ian AU - Tamiru, Mathewos AU - Parolin, Bruno AU - De Grauwe, Anton CY - International Institute for Educational Planning DA - 2002/// PY - 2002 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iceland ISL KW - _C:India IND KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Norway NOR KW - _C:South Africa ZAF KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tunisia TUN KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Impact of the Aids Epidemic on Primary and Secondary School Teachers and University Staff in Malawi.“ AU - Bennell, Paul AU - Kadzamira, Esme T2 - University of Sussex, Brighton, UK DA - 2002/// PY - 2002 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - BOOK TI - Community Sensitization and Mobilization Study AU - Chimombo, J. P. G. AU - Kadzamira, Esme C. DA - 2002/// PY - 2002 DP - Google Scholar PB - Centre for Educational Research and Training KW - _C:Malawi MWI ER - TY - JOUR TI - Dark halo shapes and the fate of stellar bars AU - El-Zant, Amr AU - Shlosman, Isaac T2 - The Astrophysical Journal DA - 2002/// PY - 2002 DO - 10.1086/342117 DP - Google Scholar VL - 577 IS - 2 SP - 626 KW - __C:filed:1 ER - TY - BLOG TI - Action research on diagnostic testing and student support (ARDTS, mathstore.ac.uk) AU - Haßler, Björn AU - Atkinson, Richard AU - Quinney, Douglas AU - Barry, Mike DA - 2002/// PY - 2002 UR - http://78.158.56.101/archive/msor/index521d.html?q=node/1421 Y2 - 2014/04/26/20:40:27 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - The OECS Model of Integration in the Context of Caribbean Regionalism AU - Ishmael, Len T2 - Membresía de CRIES/CRIES Members DA - 2002/// PY - 2002 DP - Google Scholar SP - 37 KW - ⛔ No DOI found ER - TY - JOUR TI - The Changing Roles of Non-Governmental Organisations in Education in Malawi. AU - Kadzamira, Esme Chipo AU - Kunje, Demis DA - 2002/// PY - 2002 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - Information and communication technologies in teacher education: a planning guide AU - Khvilon, Evgueni AU - Patru, Mariana DA - 2002/// PY - 2002 DP - Zotero LA - en PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000129533 ER - TY - JOUR TI - Implementation research: state of the art and future directions AU - Linton, Jonathan D. T2 - Technovation DA - 2002/// PY - 2002 DO - 10.1016/S0166-4972(01)00075-X DP - Google Scholar VL - 22 IS - 2 SP - 65 EP - 79 ST - Implementation research ER - TY - BOOK TI - Innovation, growth, and social cohesion: the Danish model AU - Lundvall, Bengt-Åke DA - 2002/// PY - 2002 DP - Google Scholar PB - Edward Elgar Publishing ST - Innovation, growth, and social cohesion ER - TY - JOUR TI - National systems of production, innovation and competence building AU - Lundvall, Bengt-Åke AU - Johnson, Björn AU - Andersen, Esben Sloth AU - Dalum, Bent T2 - Research policy DA - 2002/// PY - 2002 DO - 10.1016/S0048-7333(01)00137-8 DP - Google Scholar VL - 31 IS - 2 SP - 213 EP - 231 ER - TY - BOOK TI - Qualitative researching AU - Mason, Jennifer DA - 2002/// PY - 2002 DP - Google Scholar ET - 2 PB - Sage KW - CitedIn:BIBBTVET KW - CitedIn:eCubed KW - DL4D cited KW - Done:ReferenceFixed KW - TPD@Scale-cited KW - TPD@Scale_1 KW - eCubed ER - TY - JOUR TI - A Quality assessment of education and for Kenya's tour-operating sector AU - Mayaka, M AU - King, B T2 - Current Issues in Tourism AB - This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system. DA - 2002/// PY - 2002 DO - 10.1080/13683500208667911 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/13683500208667911 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:assessment KW - P:measurement KW - P:technology KW - P:tourism KW - T:Ausbildung KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia AU - O’Sullivan, Margo C. T2 - Teaching and Teacher Education AB - The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved. DA - 2002/07// PY - 2002 DO - 10.1016/S0742-051X(02)00014-8 DP - DOI.org (Crossref) VL - 18 IS - 5 SP - 523 EP - 539 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - http://eprints.teachingandlearning.ie/3359/1/O'Sullivan%202002.pdf Y2 - 2021/06/10/19:34:48 ER - TY - JOUR TI - Effective follow-up strategies for professional development for primary teachers in Namibia AU - O'Sullivan, Margo C. T2 - Teacher development DA - 2002/// PY - 2002 DO - 10.1080/13664530200200164 DP - Google Scholar VL - 6 IS - 2 SP - 181 EP - 203 ER - TY - JOUR TI - Is the acquisition of basic-colour terms in young children constrained? AU - Pitchford, Nicola J. AU - Mullen, Kathy T. T2 - Perception DA - 2002/// PY - 2002 DO - 10.1068/p3405 DP - Google Scholar VL - 31 IS - 11 SP - 1349 EP - 1370 ER - TY - JOUR TI - Why Governments Should Invest More to Educate Girls AU - Schultz, T.Paul T2 - World Development DA - 2002/// PY - 2002 DO - 10.1016/S0305-750X(01)00107-3 VL - 30 SP - 207 EP - 25 ER - TY - JOUR TI - Developing communities of instructional practice AU - Supovitz, Jonathan A. T2 - Teachers college record DA - 2002/// PY - 2002 DO - 10.1111/1467-9620.00214 VL - 104 IS - 8 SP - 1591 EP - 1626 ER - TY - JOUR TI - Analyzing the past to prepare for the future: writing a literature review AU - Webster, J AU - Watson, RT T2 - MIS Quarterly DA - 2002/// PY - 2002 VL - 26 IS - 2 SP - – LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL AU - Wolff, Laurence AU - Castro, Claudio de Moura AU - Navarro, Juan Carlos AU - García, Norma T2 - Technologies for Education: Potentials, Parameters and Prospects DA - 2002/// PY - 2002 DP - Zotero SP - 144 EP - 152 LA - en UR - http://woulibrary.wou.edu.my/weko/eed502/Chapter_10_Technologies_for_education.pdf KW - Final_citation KW - cited KW - existing KW - ⛔ No DOI found ER - TY - CONF TI - The Proposal for a LTSN Project Grant AU - Scribe, Richard Atkinson Birmingham- AU - Haßler, Björn AU - Quinney, Douglas AB - R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University. C3 - Proceedings of the Undergraduate Mathematics Teaching DA - 2001/11// PY - 2001 SP - 49 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - JOUR TI - Classroom interaction in Kenyan primary schools. Compare: A AU - Ackers, J. AU - Hardman, F. T2 - Journal of Comparative and International Education DA - 2001/// PY - 2001 DO - 10.1080/03057920120053238 VL - 31 IS - 2 SP - 245 EP - 261 UR - https://doi.org/10.1080/03057920123230. ER - TY - JOUR TI - Team quality Management for Community interactive research experiences in Northeastern Nigeria AU - Akogun, Oladele B T2 - The Nigerian Journal of Parasitology DA - 2001/// PY - 2001 VL - 22 IS - 1 &2 SP - 17 EP - 22 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Community-Directed Treatment of onchocerciasis with Ivermectin in Takum, Nigeria AU - Akogun, Oladele B AU - Audu, Z. AU - Weiss, M.G. AU - Adelakun, A.O. AU - Akoh, J.I. AU - Akogun, M.K. AU - Remme, H. AU - Kale, O.O. T2 - Tropical Medicine and International Health. Mar DA - 2001/// PY - 2001 DO - 10.1046/j.1365-3156.2001.00696.x VL - 6 IS - 3 SP - 232 EP - 43 LA - en ER - TY - JOUR TI - Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools AU - Angrist, J. AU - Lavy, V. T2 - Journal of Labor Economics DA - 2001/// PY - 2001 DO - 10.1086/319564 VL - 19 IS - 2 SP - 343 EP - 369 UR - https://doi.org/10.1086/319564. ER - TY - JOUR TI - Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims AU - Campbell, John R. T2 - Human Organization DA - 2001/// PY - 2001 DO - 10.17730/humo.60.4.4bgnlmy60fkvq4r2 DP - Google Scholar VL - 60 IS - 4 SP - 380 EP - 389 ST - Participatory rural appraisal as qualitative research ER - TY - BOOK TI - Procesos y condiciones en el aprendizaje de adultos. Jornada Nacional de Supervisores. Supervisión para aprendizajes de calidad y oportunidades para todos. Educación Rural AU - Cardemil, C. CY - Santiago DA - 2001/// PY - 2001 PB - Ministerio de UR - http://biblioteca.uahurtado.cl/ujah/Reduc/pdf/pdf/mfn253.pdf. ER - TY - JOUR TI - Effective Classroom Adaptations for Students with Visual Impairments AU - Cox, Penny R. AU - Dykes, Mary K. T2 - TEACHING Exceptional Children DA - 2001/07// PY - 2001 DO - 10.1177/004005990103300609 DP - DOI.org (Crossref) VL - 33 IS - 6 SP - 68 EP - 74 J2 - TEACHING Exceptional Children LA - en SN - 0040-0599, 2163-5684 UR - http://journals.sagepub.com/doi/10.1177/004005990103300609 Y2 - 2024/03/27/15:15:22 ER - TY - BOOK TI - Outcome mapping: building learning and reflection into development programs AU - Earl, Sarah AU - Carden, F. AU - Patton, Michael Quinn AU - Smutylo, Terry CN - HD75.9 .E25 2001 CY - Ottawa DA - 2001/// PY - 2001 DP - Library of Congress ISBN SP - 139 PB - International Development Research Centre SN - 978-0-88936-959-7 ST - Outcome mapping KW - Assistance technique KW - Community development KW - Coopération internationale KW - Développement communautaire KW - Economic development projects KW - Evaluation KW - Evaluation research (Social action programs) KW - International cooperation KW - Projets de développement économique KW - Technical assistance KW - Évaluation KW - Évaluation de programme ER - TY - JOUR TI - Evolution of galaxies with triaxial haloes AU - El-Zant, A. A. T2 - Astrophysics and Space Science DA - 2001/// PY - 2001 DO - 10.1023/A:1017557204175 DP - Google Scholar VL - 276 IS - 2-4 SP - 1023 EP - 1030 ER - TY - RPRT TI - EPPI-Centre Core Keywording Strategy AU - EPPI-Centre DA - 2001/// PY - 2001 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=184#Guidelines KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - publicImportV1 ER - TY - JOUR TI - Family matters: Impacts of family background on educational attainments AU - Ermisch, John AU - Francesconi, Marco T2 - Economica DA - 2001/// PY - 2001 DO - 10.1111/1468-0335.00239 VL - 68 SP - 137 EP - 56 ER - TY - CHAP TI - Computationally Intensive Methods AU - Ewens, Warren J. AU - Grant, Gregory R. T2 - Statistical Methods in Bioinformatics: An Introduction A2 - Ewens, Warren J. A2 - Grant, Gregory R. T3 - Statistics for Biology and Health AB - An important trend in statistical inference over the last twenty years has been the introduction of computationally intensive methods. These have been made possible by the availability of convenient and greatly increased computing power, and these methods are useful in bioinformatics and computational biology. Aspects of some computationally intensive methods used for both estimation and hypothesis testing are outlined in this chapter. Computationally intensive methods arise in both classical and Bayesian inference: We concentrate here on computationally intensive methods in classical inference. CY - New York, NY DA - 2001/// PY - 2001 DP - Springer Link SP - 349 EP - 363 LA - en PB - Springer SN - 978-1-4757-3247-4 UR - https://doi.org/10.1007/978-1-4757-3247-4_12 Y2 - 2022/12/28/16:56:48 KW - Bootstrap Estimate KW - Bootstrap Procedure KW - Bootstrap Sample KW - Final_citation KW - Null Hypothesis KW - Permutation Procedure KW - cited KW - existing ER - TY - JOUR TI - From preparation to practice: Designing a continuum to strengthen and sustain teaching AU - Feiman-Nemser, Sharon T2 - The Teachers College Record DA - 2001/// PY - 2001 DO - 10.1111/0161-4681.00141 DP - Google Scholar VL - 103 IS - 6 SP - 1013 EP - 1055 ST - From preparation to practice UR - http://www.tcrecord.org/DefaultFiles/SendFileToPublic.asp?ft=pdf&FilePath=c:%5CWebSites%5Cwww_tcrecord_org_documents%5C38_10824.pdf&fid=38_10824&aid=2&RID=10824&pf=Content.asp?ContentID=10824 Y2 - 2016/03/27/14:19:20 ER - TY - GEN TI - MQA Act nº42, 2001 - Mauritius Qualifications Authority Act AU - Government of Mauritius DA - 2001/// PY - 2001 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Mauritius KW - publicImportV1 ER - TY - ELEC TI - General and Further Education and Training Quality Assurance Act Nº58 AU - Government of South Africa DA - 2001/// PY - 2001 LA - Language UR - https://www.umalusi.org.za/docs/legislation/2001/actno58_2001.pdf Y2 - 2018/12/19/18:03:54 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:South Africa KW - Quality Assurance KW - publicImportV1 ER - TY - JOUR TI - Computer literacy among practical arts teachers in swaziland vocational schools AU - Hlophe, Zanele F. AU - Mindebele, CBS T2 - Journal of Vocational Education and Training AB - This article reports findings of a study conducted in Swaziland to determine computer literacy skills of teachers of agriculture, commerce, home economics and technical studies in 16 pilot vocational schools. These teachers are expected to teach the new vocationalised curriculum of the four subjects. Findings revealed that the teachers lacked the basic computer knowledge and skills needed in the newly vocationalised curriculum that was to be mounted in the year 2000 with the financial assistance (loan) from the African Development Bank. However, the teachers indicated a strong interest in taking computer technology courses. © 2001 Taylor & Francis Group, LLC. DA - 2001/// PY - 2001 DO - 10.1080/13636820100200161 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:eSwatini KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - P:agriculture KW - P:economy KW - P:services KW - P:teachers KW - P:technology KW - Q:educational technology KW - T:TVET KW - T:Training KW - T:vocational school KW - publicImportV1 ER - TY - JOUR TI - Local community training and education in southern Tanzania—a case study AU - Howe, Vicki T2 - Marine Policy AB - Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources. DA - 2001/// PY - 2001 DO - 10.1016/s0308-597x(01)00029-x LA - en UR - https://www.sciencedirect.com/science/article/pii/S0308597X0100029X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Tanzania KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:environment KW - P:teachers KW - R:case study KW - R:evaluation KW - T:Training KW - Z:Capacity building KW - Z:East Africa KW - Z:Local community KW - Z:Marine environmental education KW - publicImportV1 ER - TY - CONF TI - Bar Dissolution in Prolate Halos (In: The Physics of Galaxy Formation) AU - Ideta, Makoto AU - Hozumi, Shunsuke C3 - The Physics of Galaxy Formation DA - 2001/// PY - 2001 DP - Google Scholar VL - 222 SP - 325 KW - ⛔ No DOI found ER - TY - JOUR TI - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi: Some Methodological Issues. AU - Kadzamira, Chipo DA - 2001/// PY - 2001 DO - 10.4314/zjer.v13i2.25997 DP - Google Scholar ST - Research on School Effectiveness on Pupils’ Achievement in Developing Countries with Special Reference to Malawi KW - _C:Malawi MWI ER - TY - JOUR TI - The impact of HIV/AIDS on formal schooling in Malawi AU - Kadzamira, Esme C. AU - Swainson, Nicola AU - Maluwa-Banda, Dixie AU - Kamlongera, Augustine DA - 2001/// PY - 2001 DP - Google Scholar KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response AU - Kadzamira, Esme Chipo AU - Banda, Dixie Maluwa AU - Kamlongera, Augustine AU - Swainson, Nicola T2 - Malawi: Ministry of Education DA - 2001/// PY - 2001 DP - Google Scholar ST - The impact of HIV/AIDS on primary and secondary schooling in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - Educational policy choice and policy practice in Malawi: Dilemmas and disjunctures AU - Kadzamira, Esme AU - Rose, Pauline DA - 2001/// PY - 2001 DP - Google Scholar ST - Educational policy choice and policy practice in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - CHAP TI - Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice AU - Scarborough, H S T2 - Handbook for research in early literacy A2 - Neuman, S A2 - Dickinson, D CY - New York, NY DA - 2001/// PY - 2001 SP - 97 EP - 110 PB - Guildford Press ER - TY - JOUR TI - Pharmaceutical education in the South African multicultural society AU - Summers, R AU - Haavik, C AU - Summers, B AU - Moola, F AU - Lowes, M AU - Enslin, G T2 - American Journal of Pharmaceutical Education AB - In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates. DA - 2001/// PY - 2001 LA - en AN - LOCAL-WOS:000169839300007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:qualification KW - F:standards KW - P:media KW - P:technology KW - Q:degree KW - T:Ausbildung KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation AU - Datnow, Amanda AU - Castellano, Marisa T2 - American Educational Research Journal AB - Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed. DA - 2000/01/01/ PY - 2000 DO - 10.3102/00028312037003775 DP - SAGE Journals VL - 37 IS - 3 SP - 775 EP - 799 LA - en SN - 0002-8312 ST - Teachers' Responses to Success for All UR - https://doi.org/10.3102/00028312037003775 Y2 - 2022/11/23/12:22:06 ER - TY - JOUR TI - Community perceived benefits of ivermectin treatment in northeastern Nigeria AU - Akogun, Oladele B AU - Akogun, M.K. AU - Audu, Z. T2 - Social Science & Medicine DA - 2000/// PY - 2000 DO - 10.1016/S0277-9536(99)00336-6 VL - 50 IS - 10 SP - 1451 EP - 1456 LA - en ER - TY - BOOK TI - Bateson, Patrick, and Paul Martin. 2000. Design for a Life: How Behavior and Personality Develop AU - Bateson, Paul Patrick Gordon AU - Martin, Paul CY - New York, NY DA - 2000/// PY - 2000 PB - Simon & Schuster ER - TY - BOOK TI - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training: A Critical Review of the Literature AU - Butler, Elaine AU - Ferrier, Fran AB - Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) (MN) DA - 2000/// PY - 2000 DP - ERIC LA - en PB - National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; E-mail: ncver@ncver SN - 978-0-87397-582-7 ST - "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training Y2 - 2018/08/01/15:08:12 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - Adult Education KW - C:Australia KW - CLL:en KW - Continuing Education KW - Curriculum KW - Education Work Relationship KW - Educational Needs KW - Educational Policy KW - Educational Practices KW - Educational Research KW - Educational Trends KW - Employed Women KW - Equal Education KW - Foreign Countries KW - Literature Reviews KW - Marketing KW - Needs Assessment KW - Policy Formation KW - Politics of Education KW - Postsecondary Education KW - Public Policy KW - Secondary Education KW - Social Change KW - Teaching Methods KW - Trend Analysis KW - Vocational Education KW - Womens Education KW - publicImportV1 ER - TY - JOUR TI - Classroom, school and home factors that negatively affect girls’ education in Malawi AU - Chimombo, Joseph AU - Chibwanna, Mike AU - Dzimadzi, Chris AU - Kadzamira, Esme AU - Kunkwenzu, Esther AU - Kunje, Demis AU - Namphota, Dorothy T2 - UNICEF, New York DA - 2000/// PY - 2000 DP - Google Scholar SP - 1 EP - 142 ST - Classroom, School and Home Factors That Negatively Affect Girls’ Education in Malawi KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - RPRT TI - A South African Curriculum for the twenty-first Century: Report of the Review Committee on Curriculum 2005 AU - Chisholm, L. AU - Volmink, J. AU - Ndhlovu, T. AU - Potenza, E. AU - Muller, J. AU - Lubisi, C. AU - Vinjevold, P. AU - Ngozi, L. AU - Malan, B. AU - Mphahlele, L. DA - 2000/// PY - 2000 DP - Google Scholar ST - A South African Curriculum for the twenty-first Century ER - TY - JOUR TI - Artificial Intelligence and Environmental Decision Support Systems AU - Cortés, U. AU - Sànchez-Marrè, M. AU - Ceccaroni, L. AU - R-Roda, I. AU - Poch, M. T2 - Applied Intelligence DA - 2000/// PY - 2000 DO - 10.1023/A:1008331413864 DP - DOI.org (Crossref) VL - 13 IS - 1 SP - 77 EP - 91 SN - 0924669X UR - http://link.springer.com/10.1023/A:1008331413864 Y2 - 2024/02/24/11:17:22 ER - TY - BOOK TI - Beginning literacy with language: Young children learning at home and school. AU - Dickinson, David K AU - Tabors, Patton O CY - Baltimore, MD DA - 2000/// PY - 2000 PB - Brookes Publishing Co. ER - TY - JOUR TI - Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment. AU - Duflo, Esther T2 - National Bureau of Economic Research (NBER) Working Paper DA - 2000/// PY - 2000 VL - 7860 UR - https://economics.mit.edu/files/726 KW - ⛔ No DOI found ER - TY - BOOK TI - Sharing words: Theory and practice of dialogic learning AU - Flecha, Ramón DA - 2000/// PY - 2000 PB - Rowman & Littlefield SN - 0-8476-9596-4 KW - __C:filed:1 ER - TY - JOUR TI - Twenty years of implementation research AU - Grol, Richard AU - Jones, Roger T2 - Family practice DA - 2000/// PY - 2000 DO - 10.1093/fampra/17.suppl_1.S32 DP - Google Scholar VL - 17 IS - 90001 SP - 32 EP - 35 ER - TY - JOUR TI - Twenty years of implementation research AU - Grol, Richard AU - Jones, Roger T2 - Family practice DA - 2000/// PY - 2000 DO - 10.1093/fampra/17.suppl_1.S32 DP - Google Scholar VL - 17 IS - 90001 SP - 32 EP - 35 ER - TY - JOUR TI - Gastrointestinal and urinary parasitic infections amongst schoolchildren in Rumde, Yola AU - GUNDIRI, M.A. AU - Akogun, Oladele B T2 - The Nigerian Journal of Parasitology DA - 2000/// PY - 2000 VL - 21 SP - 117 EP - 124 LA - en KW - ⛔ No DOI found ER - TY - CONF TI - On the Robustness of the Brewer-Dobson Circulation in the Tropical Stratosphere AU - Haßler, Björn AU - McIntyre, M T2 - Millennium 150th Anniversary Conference of the Royal Meteorological Society C1 - Cambridge C3 - Proceedings of the Meteorology at the Millennium 150th Anniversary Conference of the Royal Meteorological Society DA - 2000/// PY - 2000 KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - JOUR TI - Cascade training and teachers' professional development AU - Hayes, David T2 - ELT journal DA - 2000/// PY - 2000 DO - 10.1093/elt/54.2.135 DP - Google Scholar VL - 54 IS - 2 SP - 135 EP - 145 UR - http://eltj.oxfordjournals.org/content/54/2/135.short Y2 - 2016/01/26/13:31:47 ER - TY - JOUR TI - Bar dissolution in prolate halos AU - Ideta, Makoto AU - Hozumi, Shunsuke T2 - The Astrophysical Journal Letters DA - 2000/// PY - 2000 DO - 10.1086/312709 DP - Google Scholar VL - 535 IS - 2 SP - L91 KW - __C:filed:1 ER - TY - JOUR TI - The Case of Non-formal Education Provisions in Namibia AU - Indabawa, SA AB - There are established and irrefutable evidences which show the symbiotic and dialectical links between education and development. (Aklilpelu,'90, Duke,'85;Obaiiewa.'84, Omolewa.'94;Indabawa,'94; and Sagcan.'97). Education can liberate and make human beings more completely human (Freire); it can empower especially the disadvantaged groups. It is also capable of being an instrument for the eradication of literacy, preventable diseases, social apathy, social immobility and can as well enhance the human potential for greater economic productivity and reduction of human social inequality, (Anipene,'80; Adiseshiah,'80;Duke,'83; and Indabawa,'91). Given this background. all investment in educational provisions, whether formal or nonformal. will be well justified. However, this is not to suggest that education on its own will be the only precondition for human development. Education too, has its own damaging consequences on society, especially if it is used as a vehicle for promoting less than the general good of society; or it turns out to be irelevant to the popular needs ( Ayandele,'74;Akinpelu,'97; Shirley,'96). The aim of this paper is to stimulate discussion of and interest in Nonformal Educational Provisions in the Republic of Namibia. In facilitating this, ttention will be paid to seven basic issues as follows: Country background, Concept of Nonformal Education. Policy context of nonformal education provisions; Diversity of provisions; relation to formal education; Relevance of programmes to beneficiaries and Impact. DA - 2000/// PY - 2000 LA - en UR - http://www.adeanet.org/adea/wgnfe/publications/indabawa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Namibia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:ministry KW - P:culture KW - Q:higher education KW - Q:open learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - Promoting Girls Primary Education: Innovation through Government and Donor Co-operation AU - Kadzamira, E.C. AU - Sisson, A T2 - Educating Tomorrow: Lessons from Managing Girls’ Education in Africa A2 - Thody, A. A2 - Kaabwe, E.S.M. CY - Cape Town DA - 2000/// PY - 2000 SP - 191 EP - 205 LA - en PB - Juta & Co Ltd KW - _C:Malawi MWI ER - TY - BOOK TI - Gender and primary schooling in Malawi AU - Kadzamira, Esme C. AU - Chibwana, Mike P. AU - Educationalists, Forum for African Women DA - 2000/// PY - 2000 DP - Google Scholar M1 - 40 PB - Institute of Development Studies Brighton KW - _C:Malawi MWI ER - TY - CHAP TI - Early Childhood Intervention: A Continuing Evolution AU - Meisels, Samuel J AU - Shonkoff, Jack P T2 - Handbook of Early Childhood Intervention A2 - Meisels, Samuel J A2 - Shonkoff, Jack P CY - Cambridge DA - 2000/// PY - 2000 ET - 2 SP - 3 EP - 32 PB - Cambridge University Press ER - TY - JOUR TI - Malawi Social Action Fund: Third Beneficiary Assessment of the Public Works Programme AU - Mvula, P. M. AU - Zgovu, E. K. AU - Chirwa, E. W. AU - Kadzamira, Esme T2 - report by Wadonda Consult prepared for the Malawi Social Action Fund, Lilongwe: MASAF DA - 2000/// PY - 2000 DP - Google Scholar ST - Malawi Social Action Fund KW - _C:Malawi MWI KW - ⛔ No DOI found ER - TY - JOUR TI - How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) AU - Wenglinsky, H. DA - 2000/// PY - 2000 KW - ⛔ No DOI found ER - TY - RPRT TI - Reporting with pictures: a concept paper for researchers and health policy decision-makers AU - WHO AU - Haaland, A. AU - Akogun, Oladele B AU - Oladepo, O. AU - Kale, OO DA - 2000/// PY - 2000 SP - 80 LA - en M3 - Technical report. WHO/TDR/IDE/RP/00.1 ER - TY - CONF TI - The German 'Dual System' of Occupational Training: AU - Wilson, David N T2 - Annual Meeting of the Comparative and International Education Society AB - Germany's Dual System, which consists of in-school and in-enterprise components, facilitates entry into 374 recognized technical, white-collar and blue-collar occupations listed in training regulations that are grounded in legislation. The Dual System's origins and development in Germany were examined along with several attempts to replicate the German model in other countries. The literature on transfer and replication of the Dual System model was reviewed, and micro case studies of attempts to adopt the German model in the following countries were presented: Botswana; Costa Rica; the Dominican Republic; India; Indonesia; Lebanon; Seychelles; Singapore; and Sri Lanka. Reflections of Germany's Dual System in United States work-based youth apprenticeships were also considered. Of all the countries examined in the micro case studies, only Singapore seems to have replicated the German record of participation of 64%-81% of 16- to 18-year-olds in the Dual System. It was concluded that integration of academic and technical-vocational curricula is extremely difficult in nations where technical and vocational education and training is often perceived to be second-class education. It was further concluded that Germany's culture of in-firm training may be the most difficult-to-develop attribute of the Dual System in developed and developing nations alike. (Contains 52 references.) (MN) C1 - San Antonio, Texas, USA DA - 2000/// PY - 2000 DP - Zotero LA - en KW - ⛔ No DOI found ER -