Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.

BTVET Act - Business, Technical, Vocational Education Act and Training Act - Government of Uganda (2008)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation - Government of Uganda (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; National Standards; publicImportV1

Gender in Education Policy - Government of Uganda (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Guidelines for licensing and regulating private schools - Government of Uganda (2013)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors - Government of Uganda (Directorate of Industrial Training, 2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Further Education and Training Act nº16, 2006 - Government of South Africa (2006)
Also known as Continuing Education and Training Act.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

General and Further Education and Training Quality Assurance Act Nº58 - Government of South Africa (2001)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Quality Assurance; publicImportV1

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

National Policy on Community Education and Training Colleges - Government of South Africa (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

NQF Act nº67, 2008 - National Qualifications Framework - Government of South Africa (2009)
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.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 - Government of South Africa (2013)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
Keywords: ⛔ No DOI found

Digest of TVET institutions statistics in Nigeria 2014-15 - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; TVET Provider; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Guidelines for Establishment and Operation of Production Unit in Technical College - Government of Nigeria (2006)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Mauritius Qualifications Authority Regulations - Government of Mauritius (2009)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; Qualification Framework; publicImportV1

MQA Act nº42, 2001 - Mauritius Qualifications Authority Act - Government of Mauritius (2001)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; publicImportV1

National Education Standards - primary and secondary education - Government of Malawi (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Malawi; Qualification Framework; publicImportV1

Chiefs’ Act - Chapter 128 - Government of Kenya (2012)

Guidelines for Registration of Training Providers - Government of Kenya (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

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

National Industrial Training Standards - Government of Kenya (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 - Government of Kenya (2013)
An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVET Strategic Plan 2018-2022 - Government of Kenya (2018)
A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVETA Competency Based Education and Training and Assessment Standards & Guidelines - Government of Kenya (2018)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act - Government of Ghana (2006)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

NTVETQF - National Technical and Vocational Education and Training Qualifications Framework - Government of Ghana (2012)
Keywords: FullBiblioUHMLgen; GeneralCitations; Ghana; Qualification Framework

Polytechnic Law - Government of Ghana (2007)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Education Statistics Annual Abstract - Government of Ethiopia (2011)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; publicImportV1

Gender Responsive Pedagogy Manual - Government of Ethiopia (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

BNVQF - Botswana National Vocational Qualifications Framework - Government of Botswana (2005)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

BQA Act - Botswana Qualifications Authority Act Nº 24 - Government of Botswana (2013)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

National Credit and Qualifications Framework - Government of Botswana (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

Revised National Youth Policy - Government of Botswana (2010)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) - Government: Nigeria (2007)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Korda Poole, Medina; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
Keywords: Final_citation; cited; existing

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan - Gove, Amber; Brombacher, Arnout; Ward-Brent, Michelle (New Directions for Child and Adolescent Development, 2017)
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
Keywords: _Added to LR; _T:reviewed

The Early Grade Reading Assessment: Applications and interventions to improve basic literacy - Gove, A.; Wetterberg, A. (RTI Press, 2011)

Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.) - Gove, A.; Cvelich, P. (RTI International, 2011)

Core principles of agile - gov.uk (GOV.UK, 2016)
Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.
Keywords: Final_citation; cited; existing

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

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap - Goudeau, Sébastien; Sanrey, Camille; Stanczak, Arnaud; Manstead, Antony; Darnon, Céline (Nature Human Behaviour, 2021)

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.

Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature - Goss, Harold (The Journal of Academic Librarianship, 2022)
Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.
Keywords: Academic libraries; Assessment; Information literacy; Librarians; Student learning outcomes; Student success

World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks - Gorur, Radhika; Sellar, Sam; Steiner-Khamsi, Gita (Routledge, 2018)
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
Keywords: Education / Experimental Methods; Education / General; Education / Research

Online tutoring works: Experimental evidence from a program with vulnerable children - Gortazar, Lucas; Hupkau, Claudia; Roldán-Monés, Antonio (Journal of Public Economics, 2024)
We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.
Keywords: Child outcomes; Final_citation; Mathematics; Mentoring; Online tutoring; RCT

The Effects of Tulsa’s Pre‐K Program on Middle School Student Performance. - Gormley, W. T. Jr., D. Phillips; Anderson, S. (Journal of Policy Analysis and Management, 2018)

12 years of quality education for all girls: A commonwealth perspective - Gordon, Rebecca; Rose, Pauline; Marston, Lauren; Zubairi, Asma (2019)
Keywords: ⛔ No DOI found

Achieving the Promise to Leave No Girl behind in Commonwealth Countries - Gordon, Rebecca; Marston, Lauren; Rose, Pauline; Zubairi, Asma (The Round Table, 2019)

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63 - Gordon, Morris; Patricio, Madalena; Horne, Laura; Muston, Alexandra; Alston, Sebastian R.; Pammi, Mohan; Thammasitboon, Satid; Park, Sophie; Pawlikowska, Teresa; Rees, Eliot L.; Doyle, Andrea Jane; Daniel, Michelle (Medical Teacher, 2020)
Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.
Keywords: Best evidence medical education; medicine; methods; postgraduate; undergraduate

Getting evidence into education: Evaluating the routes to policy and practice - Gorard, Stephen (Routledge, 2020)

Social media and teacher professional learning communities - Goodyear, Victoria A.; Parker, Melissa; Casey, Ashley (Physical Education and Sport Pedagogy, 2019)
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.
Keywords: Communities of practice; constructivism; professional learning; situated learning

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)

ROER4D Project Activity Toolkit - Networking - Goodier, Sarah; Hodgkinson-Williams, Cheryl (Research on Open Educational Resources for Development project, 2018)
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.
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Global South; Networking; OEP; OER; Open Educational Resources; eCubed

ROER4D Project Activity Toolkit - Evaluation - Goodier, Sarah (Research on Open Educational Resources for Development project, 2018)
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.
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Evaluation; Global South; OEP; OER; Open Educational Resources; Utilization-Focused Evaluation; eCubed

Deep Learning, Adaptive Computation and Machine Learning Series - Goodfellow, I.; Bengio, Y; Courville, A. (MIT Press, 2016)

Revised Programme Description - Gonsalves, Sarah-Lee; Regis, Callista; Villavicencio, Xuzel; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Theeb, Thaer AlSheikh; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd; _bjoern_cv

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

Data Collection Report: OECS Declaration on Education Statement - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

OECS Education Forum Meeting Report - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Pitch Deck: Academic Recovery Programme Phase II - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Revised Programme Brief - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Lifting the education revolution to the next level - Gonsalves, Ralphe (Office of the Prime Minister, 2010)
lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.

Alignment of higher professional education with the needs of the local labour market: the case of Ghana - Gondwe, Mtinkheni; Walenkamp, Jos (2011)
Keywords: GS_en; _C:Ghana GHA; ⛔ No DOI found

Effectivity of E-Learning through Whatsapp as a Teaching Learning Tool - Gon, Sonia; Rawekar, Alka (MVP Journal of Medical Sciences, 2017)
Introduction: WhatsApp is a free messenger application that works across multiple platform and is being widely used among undergraduate students to send multimedia messages like photos, videos, audios along with simple text messages. Aims and Objectives: To assess the affectivity of social media like WhatsApp in delivering knowledge to 4th semester MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Simultaneously, perception of learners about e-learning via WhatsApp will also be collated. Material and Methods: This prospective analytical interventional study was conducted in the department of Pathology from 01.02.2015 to 31.06.2015, on 4th semester MBBS students. Two groups of students were taught the same topics by two different T-L activities i.e., through WhatsApp and via didactic lectures. Assessment of knowledge was done by giving pre and post-test questionnaire of 20 marks for each topic. Perception of e-learning through WhatsApp was done by feedback form. Observation and Results: The post test results revealed that the learners with WhatsApp as a learning tool scored in the range of 5-20 marks while those with didactic lecture scored in the range of 3-17.5 marks and had an average of 11.6 and 11.9 score respectively. The two tailed t value between the two groups is 0.635 which is not statistically significant. Technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Facilitator’s availability and Learning anytime anywhere were top two advantages of learning through WhatsApp with 86.72% and 86.55% students agreeing to it. Message flooding, time consuming and eye strain were the other technical disadvantages observed in the present study with 63.23%, 75.28% and 68.53 students agreeing to it. Conclusion: Constant availability of facilitator and learning anytime anywhere has made WhatsApp a new and convenient tool for teaching learning activity. Though there is no significant difference between gain of knowledge from WhatsApp or didactic lectures, advantages (technical, educational or instructional) out pars the disadvantages. A few disadvantages, like message flooding and eyestrain can be overruled by making small groups and using mobiles with bigger screen. Enabling a Wi-Fi in the college campus can make its use cost effective.
Keywords: Final_citation; cited; existing; ⚠️ Invalid DOI

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes - Gomez, J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit (Developmental psychology, 2015)
Keywords: ⛔ No DOI found

The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis - Gómez García, Gerardo; Rodríguez Jiménez, Carmen; Marín Marín, José Antonio (ALTERIDAD. Revista de Educación, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19 - Gomes, Roseline Florence; Thomas, Lijo (Journal of Learning for Development, 2022)
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
Keywords: COVID-19; Psychosocial Development; Virtual Community Models; ⛔ No DOI found

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Keywords: Final_citation; cited; existing

Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 - Golding J. (AFRICME5, 2018)

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

Sustainable Development Goal 4 in the Commonwealth - Status Update Report - Goldie-Scot, Matthew; Hollows, Sophie; Hennessy, Sara; Mathew, Primrose; Delbridge-Smith, Paul; Haßler, Björn (Commonwealth Secretariat, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahamas BHS; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Cameroon CMR; _C:Canada CAN; _C:Cyprus CYP; _C:Dominica DMA; _C:Fiji FJI; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Jamaica JAM; _C:Kenya KEN; _C:Kiribati KIR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Malta MLT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nauru NRU; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Samoa WSM; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Tonga TON; _C:Trinidad and Tobago TTO; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Zambia ZMB; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Three Decades of Research: The Case for Comprehensive Sex Education - Goldfarb, Eva S.; Lieberman, Lisa D. (Journal of Adolescent Health, 2021)
Purpose School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education. Methods Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review. Results Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality. Conclusions Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.
Keywords: CSE; K-12; National Sex Education Standards; National Sexuality Education Standards; Sex education; Sexuality education; Systematic Literature Review; comprehensive sex education

Test of English Language Learning (℡L)(Pearson, 2016) - Gokturk, Nazlinur (Language Assessment Quarterly, 2018)
Keywords: __C:filed:1

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

How learning and employment records shape access to quality education and jobs - Goger, Annelies; Parco, Allyson; Carter-Rau, Rohan; Homma, Kazumi; Meliksetyan, Ani; Milman, Natalie (2022)
Keywords: Final_citation; existing; ⛔ No DOI found

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

Studying dilemmas of mathematics teaching in Southern Africa - Gobede, Fraser; Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)

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

Activating research-based testbeds in Victorian and international education environments - Global Victoria EdTech Innovation Alliance (2022)
Keywords: ⛔ No DOI found

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
Keywords: C:Low- and middle-income countries; __C:filed:1

Proposal for GPE accelerated funding for COVID-19 response (Malawi) - Global Partnership for Education (2020)

GETN Tenets & Principles of EdTech Trialing Networks & Environments within the US - Global EdTech Trialing Network (United States); Boody Adorno, Katie; Mote, Erin (Global EdTech Testbeds Network, 2023)
Keywords: _r:AddedByMyEducationEvidence

What policies will reduce gender schooling gaps in developing countries: Evidence and interpretation - Glick, Peter (World Development, 2008)

Retrospective vs. Prospective Analyses of School Inputs: The Case of Flip Charts in Kenya. - Glewwe, Paul; Kremer, Michael; Moulin, Sylvie; Zitzewitz, Eric (Journal of Development Economics, 2004)

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, P.W.; Hanushek, E.; Humpage, S.D.; Ravina, R. (Education Policy in Developing Countries, 2014)

Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, P.; Muralidharan, K. (Handbook of the Economics of Education, 2016)
Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts.
Keywords: Cost effectiveness; Demand for education; Education in developing countries; Learning outcomes; Pedagogy; Policy evaluation; School enrollment and attendance; School governance; School inputs

Many children left behind? Textbooks and test scores in Kenya - Glewwe, P.; Kremer, M.; Moulin, S. (American Economic Journal: Applied Economics, 2009)

The Future of Aid: Global Public Investment - Glennie, Jonathan (Routledge, 2020)
International cooperation has never been more needed, but the current system of “aid” is outdated and ineffective. The Future of Aid calls for a wholesale restructuring of the aid project, a totally new approach fit for the challenges of the 21st century: Global Public Investment. Across the world, billions of people are struggling to get by in unequal and unsustainable societies, and international public finance, which should be part of the answer, is woefully deficient. Engagingly written by a well-known expert in the field, The Future of Aid calls for a series of paradigm shifts. From a narrow focus on poverty to a broader attack on inequality and sustainability. From seeing international public money as a temporary last resort, to valuing it as a permanent force for good. From North-South transfers to a collective effort, with all paying in and all benefitting. From outdated post-colonial institutions to representative decision-making. From the othering and patronising language of “foreign aid”, to the empowering concept of Global Public Investment. Ten years ago, in The Trouble with Aid, Jonathan Glennie highlighted the dangers of aid dependency and the importance of looking beyond aid. Now he calls for a revolution in the way that we think about the role of public money to back up our ambitious global objectives. In the wake of the COVID-19 crisis, it is time for a new era of internationalism.
Keywords: Business & Economics / Globalization; Education / Philosophy, Theory & Social Aspects; Political Science / International Relations / Arms Control; Social Science / Developing & Emerging Countries

A Well-Incentivised Education System - Glennerster, R; Lea, N; Rudge, A; Fell, S; Mulligan, R (Chief Economist's Office Working Paper, 2018)

Conceptual design science research? How and why untested meta-artifacts have a place in *IS* - Gleasure, R. (2014)
Keywords: ⛔ No DOI found

The collaborative apprenticeship model: situated professional development within school settings - Glazer, E.M.; Hannafin, M.J. (Teaching and Teacher Education, 2006)

National Institutes of Health approaches to dissemination and implementation science: current and future directions - Glasgow, Russell E.; Vinson, Cynthia; Chambers, David; Khoury, Muin J.; Kaplan, Robert M.; Hunter, Christine (American journal of public health, 2012)

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)

Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis - Giroux, Henry A. (Bloomsbury Publishing, 2021)
In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.
Keywords: Education / Philosophy, Theory & Social Aspects; Philosophy / Political; Political Science / Political Ideologies / Fascism & Totalitarianism; Social Science / Anthropology / Cultural & Social

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE - Girls' Education Challenge; EdTech Hub (2021)
Keywords: Author:OpenDevEd; _publish

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, Robert (University of Cambridge, 2015)
Keywords: AWP2-actual; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

Serious games as new educational tools: how effective are they? A meta-analysis of recent studies: Serious games as educational tools - Girard, C.; Ecalle, J.; Magnan, A. (Journal of Computer Assisted Learning, 2013)
Keywords: Final_citation; cited; existing

A sequence-to-sequence approach for document-level relation extraction - Giorgi, John; Bader, Gary; Wang, Bo (BioNLP 2022, 2022)
Motivated by the fact that many relations cross the sentence boundary, there has been increasing interest in document-level relation extraction (DocRE). DocRE requires integrating information within and across sentences, capturing complex interactions between mentions of entities. Most existing methods are pipeline-based, requiring entities as input. However, jointly learning to extract entities and relations can improve performance and be more efficient due to shared parameters and training steps. In this paper, we develop a sequence-to-sequence approach, seq2rel, that can learn the subtasks of DocRE (entity extraction, coreference resolution and relation extraction) end-to-end, replacing a pipeline of task-specific components. Using a simple strategy we call entity hinting, we compare our approach to existing pipeline-based methods on several popular biomedical datasets, in some cases exceeding their performance. We also report the first end-to-end results on these datasets for future comparison. Finally, we demonstrate that, under our model, an end-to-end approach outperforms a pipeline-based approach. Our code, data and trained models are available at https://github.com/johngiorgi/seq2rel. An online demo is available at https://share.streamlit.io/johngiorgi/seq2rel/main/demo.py.

L’EFTP en Afrique subsaharienne: où en est-on? - Ginestié, Jacques; Huot-Marchand, Hervé; Delahaies, Laetitia (Éducation technologique, Formation professionnelle et égalité des chances, 2012)
The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; AA:SSA; C:Central African Republic; C:Gabon; C:Ivory Coast; C:Senegal; C:Tunisia; CLL:fr; publicImportV1; ⛔ No DOI found

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

The effectiveness of installing solar panels at schools in Pakistan to increase enrolment - Gillani, Abbas A.; Khan, Sana; Nasir, Sadia; Niaz, Salwa (Journal of Environmental Studies and Sciences, 2022)
At present, 35% of all primary schools and 15% of all secondary schools in Pakistan do not have access to electricity, severely impacting student participation and performance. Earlier literature exploring the effects of electrification of schools through solar electricity on educational access and outcome has been very limited, but recently it has gained attention. By examining data of more than 20,000 schools across 176 districts of Pakistan from the years 2013 until 2018, this paper quantifies the effectiveness of installing solar panels at schools to generate electricity, and thus increasing student participation through higher enrolment. The results show that a school where a solar panel was installed as an education policy initiative witnessed an increase in enrolment, when compared to a school that did not have a solar panel installed under the education policy initiative. This research highlights an immediate need of electrification of schools in order to improve learning outcomes. It also quantifies the effects of using solar electricity at schools that otherwise may not have access to electricity via the conventional grid system. Finally, as Pakistan ranks second in the list of countries with the worst pollution in the world, this study provides evidence for policymakers, and urges them to focus on expanding the use of renewable energy resources in all fields of socioeconomic activity in order to reverse the detrimental effects of climate change.
Keywords: Education; Education policy; Enrolment; Pakistan; Solar panels

First KaiOS smart feature phone drops in Malawi - Gilbert, Paula; Editor; Africa, Connecting (Connecting Africa, 2020)
Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country.

A Proposal for a National Curriculum Policy for the Grenada Education System - Gift, Edrick H.; Curriculum, A. National; Gift, Edrick H.; D, Ph (World Bank, 2003)
Keywords: _G:reviewed; _Not used in LR

Scaling and ‘systems thinking’ in education: reflections from UK aid professionals - Gibbs, Emma; Jones, Charlotte; Atkinson, Jess; Attfield, Ian; Bronwin, Rona; Hinton, Rachel; Potter, Amy; Savage, Laura (Compare: A Journal of Comparative and International Education, 2021)

Characteristics of academic publications, preprints, and registered clinical trials on the COVID-19 pandemic - Gianola, Silvia; Jesus, Tiago S.; Bargeri, Silvia; Castellini, Greta (PLOS ONE, 2020)
The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p<0.001). Case reports (6% academic vs 0.9% preprints; p<0.001) and letters (17.4% academic vs 0.5% preprints; p<0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22% vs 0.63%; p<0.001) and systematic reviews (0.08% vs 5%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9%, 49.5%, and 98.9%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic.
Keywords: COVID 19; Clinical trials; Database searching; Medical journals; Pandemics; Peer review; Randomized controlled trials; Systematic reviews

Hackathons as a means of accelerating scientific discoveries and knowledge transfer - Ghouila, Amel; Siwo, Geoffrey Henry; Entfellner, Jean-Baka Domelevo; Panji, Sumir; Button-Simons, Katrina A.; Davis, Sage Zenon; Fadlelmola, Faisal M.; Participants, The DREAM of Malaria Hackathon; Ferdig, Michael T.; Mulder, Nicola; Bensellak, Taoufik; Ghansah, Anita; et al. (Genome Research, 2018)
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.

Enhancing Physical Learning Environment for Autism - Ghazali, Roslinda; Md. Sakip, Siti Rasidah; Samsuddin, Ismail (Asian Journal of Behavioural Studies, 2019)
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.
Keywords: BE:LMIC; BE:RELEVANT

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)

Designing a professional development program for mathematics teachers for effective use of technology in teaching - Getenet, Seyum Tekeher (Education and Information Technologies, 2020)
Keywords: __C:filed:1

Using design-based research to bring partnership between researchers and practitioners - Getenet, Seyum (Educational Research, 2019)
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.
Keywords: Design-based research; evidence-informed practice; practice; practitioners; professional development; teacher education

Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. - Gertler, Paul; Heckman, James; Pinto, Rodrigo; Zanolini, Arianna; Vermeersch, Christel; Walker, Susan; Chang, Susan M.; Grantham-McGregor, Sally (Science, 2014)

Summary of research on the effectiveness of math professional development approaches - Gersten, R.; Taylor, M.J.; Keys, T.D.; Rolfhus, E.; Newman-Gonchar, R. (for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University, 2014)

A theory of tailorable technology design - Germonprez, M.; Hovorka, D.; Hovorka, D. (Journal of the Association for Information Systems, 2007)

Teacher as imperfect test: Reconceptualizing the referral process - Gerber, Michael M.; Semmel, Melvyn I. (Educational Psychologist, 2009)
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, ...

Automated, adaptive guidance for K-12 education - Gerard, Libby; Matuk, Camillia; McElhaney, Kevin; Linn, Marcia C. (Educational Research Review, 2015)
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.
Keywords: Assessment; Automated guidance; Automated scoring; Pre-college education; Technology

Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa - Gentles, Carol Hordatt (Journal of Learning for Development, 2022)
Keywords: Book Review; ⛔ No DOI found

Comparative cross-cultural study in digital literacy - GEMIKONAKLI, Orhan; GEZGIN, Deniz Mertkan; HAMUTOGLU, Nazire Burcin; DE RAFFAELE, Clifford (Eurasian Journal of Educational Research, 2020)
Keywords: ⛔ No DOI found

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)
Keywords: Final_citation

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)

School mapping and decision-making - GEM Report UNESCO (GEM Report UNESCO, 2023)

Technology use in teacher preparation and professional development in low-and middle-income countries - GEM Report UNESCO (GEM Report UNESCO, 2023)

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.pdf - GEEAP (Global Education Evidence Advisory Panel, 2020)
Keywords: Final_citation; cited; existing

Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania - Gasuku, Samwel (Journal of Learning for Development, 2021)
Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
Keywords: _genre:PR-primary_research; adult education; multimedia; out-of-school girls and young women; ⛔ No DOI found

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (2012)
Keywords: ⛔ No DOI found

Cochrane Rapid Reviews. Interim Guidance from the Cochrane Rapid Reviews Methods Group​ - Garritty, C.; Gartlehner, G.; Kamel, C.; King, V.J.; Nussbaumer-Streit, B.; Stevens, A.; Hamel, C.; Affengruber, L. (2020)

More Than "If Time Allows": The Role of Ethics in AI Education - Garrett, Natalie; Beard, Nathan; Fiesler, Casey (AIES '20: AAAI/ACM Conference on AI, Ethics, and Society, 2020)

A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment - Garn, Joshua V.; Greene, Leslie E.; Dreibelbis, Robert; Saboori, Shadi; Rheingans, Richard D.; Freeman, Matthew C. (Journal of Water Sanitation and Hygiene for Development, 2013)

COMPARATIVE ANALYSIS FOR DEVELOPENT OF A HARMONISED PROTECTED AREAS MANAGEMENT FRAMEWORK WITHIN THE OECS REGION - Gardner, Lloyd (2007)
Keywords: ⛔ No DOI found

Socioeconomic inclusion during an era of online education - Garcia, Manuel B. (IGI Global, 2022)

Technology and Language Learning: Assessing the Influence of Prior iPad Experience - Garcia, Jazmynn (2019)
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Korea, Republic KOR; _C:Poland POL; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis - García, Gerardo Gómez; Jiménez, Carmen Rodríguez; Marín, José Antonio Marín (Alteridad: revista de educación, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal - Garcia-Rodriguez, Francisco J; Gil-Soto, Esperanza; Ruiz-Rosa, Ines; Sene, Papa Mamour (2017)
The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; D:less developed country; F:Improvement; F:attitude; P:culture; Q:degree; R:case study; R:impact; T:entrepreneurship education; Z:Attitudes; Z:Developing countries--LDCs; Z:Entrepreneurs; Z:Students; publicImportV1; ⛔ No DOI found

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

Realizing the promise: How can education technology improve learning for all? - Ganimian, Alejandro J.; Vegas, Emiliana; Hess, Frederick M. (2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

Realizing the promise: How can education technology improve learning for all? - Ganimian, Alejandro J.; Vegas, Emeliana; Hess, Frederick M (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

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

Word Embedding based Generalized Language Model for Information Retrieval - Ganguly, Debasis; Roy, Dwaipayan; Mitra, Mandar; Jones, Gareth J.F. (SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval, 2015)

Expert comments on: Are children with low vision adapted to the visual environment in classrooms of mainstream schools? - Ganesh, Sandra; Narendran, Kalpana (Indian Journal of Ophthalmology, 2018)
Keywords: ⛔ No DOI found

Open Educational Resources: Challenges and Opportunities in Indian Primary Education - Ganapathi, Janani (International Review of Research in Open and Distributed Learning, 2018)
Keywords: _C:Australia AUS; _C:India IND; _C:Kenya KEN; _C:New Zealand NZL; _C:Poland POL; _C:South Africa ZAF; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

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

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Keywords: __C:filed:1

Equitable access to health professional training in Uganda: A cross sectional study - Galukande, M.; Maling, S.; Kabakyenga, J.; Nshaho, J.; Oboke, H.; Oonge, B.; Muyenje, H.; Katumba-Sentongo, G.; Mayanja-Kizza, H.; Sewankambo, N. K. (Annals of Global Health, 2018)
© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:access; F:equity; F:gender; F:policy; P:health; P:media; Q:higher education; R:impact; R:iterative; R:qualitative; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Fortbildung; _C:Uganda UGA; publicImportV1

The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru. - Gallego, Francisco; Neilson, Christopher; Molina, Oswaldo (2016)
Keywords: ⛔ No DOI found

Challenge-based learning in higher education: an exploratory literature review - Gallagher, Silvia Elena; Savage, Timothy (Teaching in Higher Education, 2020)
The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
Keywords: Challenge-based learning; educational methods; educational theories; higher education

Mental health and Psychosocial Support and Social and Emotional Learning support for Learning Outcomes in Conflict-Affected Settings - Gallagher, Emma (2018)
This rapid review synthesises findings on the importance of provision of mental health and psychosocial support interventions (MHPSS) and social and emotional learning (SEL) support for protecting or promoting the general psychosocial wellbeing of individuals and the treatment of more serious mental health issues, particularly in conflict or post-conflict situations. In conducting the literature search for this report, several papers which discuss how education can have a positive impact on psychosocial wellbeing were identified. However, the evidence showing the link in the other direction - on the effect of psychosocial support interventions on education outcomes - is sparse. Of the three studies identified which do attempt to show this link between MHPSS and education, one measured school attendance and classroom behaviour only (not learning), while another included academic performance as one element of a multi-component ‘school wellbeing’ metric. It was therefore impossible to ascertain the extent to which the programme had actually improved learning. The third study identified no effect of the intervention on education outcomes. It is therefore impossible to draw any conclusions about MHPSS and their effects on learning other than that a research link may have been established, which is based on evidence from a small number of studies, and often using less objectively verifiable research methods such as self-reported feedback or qualitative interviewing. The review finds body of evidence indicating direct links between SEL and learning is more established than MHPSS; however, given the context-specific nature of both MHPSS and SEL it will not be sufficient to rely on this body of evidence alone. Therefore, there is learning to be had from the US-based studies and the small number of LMICs studies which do exist and can draw a clear link between SEL and learning outcomes. However, further empirical research is needed in order to understand if and how such programmes will work in conflict-affected settings. Aber et al. (2016a; 2016b) makes a useful first step with this but more evidence is required in order to ensure the benefits are transferable.
Keywords: ⛔ No DOI found

Globalization, Mass Education and Technical and Vocational Education and Training - Galguera, MP (2018)
This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; P:construction; P:economy; Q:ODEL; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1

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

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

Gender Issues in Technical and Vocational Education and Training - Gaidzanwa, RB (2008)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:girl; F:pay; F:women; P:culture; P:nature; Q:distance learning; Q:primary education; T:Educação profissionalizante; T:TVET; T:vocational school; _C:Ghana GHA; publicImportV1

Survey of ICT and Education in the Caribbean: A summary report, Based on 16 Country Surveys - Gaible, Edmond (2008)

Survey of ICT and Education in the Caribbean Volume II: Country Reports - Gaible, Edmond (2008)

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _C:United States USA; __C:filed:1; __C:scheme:1

Difficulties in the Material of Skeleton Systems and the Application of ICT in Learning Natural Sciences (IPA) - Gafur, Irfan Andi; Yustina, Yustina; Zulfarina, Zulfarina (Journal of Educational Sciences, 2020)
Keywords: _C:China CHN; _C:Indonesia IDN; _C:Malaysia MYS; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Mali; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; Q:adult education; Q:lifelong learning; T:continuing education; Z:Adult education; Z:Adult learning; Z:Continuing education; Z:Decentralization; Z:Democracy; Z:Education policy; Z:Lifelong learning; publicImportV1

Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South - Gachago, Violet (British Journal of Special Education, 2019)

Country Dashboard - G3ICT (2020)

Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? - Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny; Stürmer, Kathleen (2020)
Keywords: _C:Germany DEU; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; others (Computers & Education, 2013)

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis - Furenes, May Irene; Kucirkova, Natalia; Bus, Adriana G. (Review of Educational Research, 2021)
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
Keywords: ECE; Mixed outcomes; Primary; _Import_to_OpenDevEd_EvLib; adult support; ebooks; high quality; reading; vocabulary

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

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning - Fuller, Alison; Hodkinson, Heather; Hodkinson, Phil; Unwin, Lorna (British Educational Research Journal, 2005)

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

Play and Child Development - Frost, Joe L; Wortham, Sue C; Reifel, Stuart (Pearson, 2012)

Transforming education through teacher leadership - Frost, David (Leadership for Learning: The Cambridge Network, 2014)

Mobile learning projects–a critical analysis of the state of the art - Frohberg, Dirk; Göth, Christoph; Schwabe, Gerhard (Journal of Computer Assisted Learning, 2009)

Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles - Frisoli, Paul St J (University of Massachusetts Amherst, 2013)
Keywords: ⛔ No DOI found

Secondary Prevention in an RTI Model: A Step Toward Academic Recovery - Friedman, Esther Klein (The Reading Teacher, 2010)
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.
Keywords: _Not used in LR; _T:reviewed; article; assessment; childhood; early adolescence; intervention; protocols; remediation; standardized; standards; struggling

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

Tusome external evaluation—Midline report. Prepared for the Ministry of Education of Kenya, USAID/Kenya, and the UK Department for International Development under Contract No. AID-615-TO-1600012 - Freudenberger, E.; Davis, J. (Management Sciences International (MSI), a Tetra Tech company, 2017)

Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas - Freitas, Elyda; Fonseca, Fernando; Garcia, Vinicius; Ferreira, Rafael; Gašević, Dragan (2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020)
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.
Keywords: Analytical models; Data analysis; Data models; Education; Final_citation; Organizations; Standards organizations; Task analysis; adoption; learning analytics; maturity model; policy development

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Identifying publication bias in meta-analyses of continuous outcomes - Freeman, Suzanne; Sutton, Alex (Cochrane Training, 2020)

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

NMC/CoSN horizon report: 2017 K - Freeman, Alex; Becker, Samantha Adams; Cummins, Michele (The New Media Consortium, 2017)
Keywords: Final_citation

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

Learning the master's trade: Apprenticeship and human capital in Ghana - Frazer, Garth; Frazer, Garth (Journal of Development Economics, 2006)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:remuneration; P:manufacture; P:technology; Q:masters; R:survey; T:Lehrlingsausbildung; T:Training; T:apprenticeship training; Z:Apprenticeship; Z:Human capital; _C:Ghana GHA; publicImportV1

Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development - Frau-Meigs, Divina; Hibbard, Lee (2016)
Keywords: Final_citation; ⛔ No DOI found

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Keywords: _genre:PR-primary_research

The evolving role of preprints in the dissemination of COVID-19 research and their impact on the science communication landscape - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (PLOS Biology, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the Coronavirus Disease 2019 (COVID-19), Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a cultural shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19–related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, 2 growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provide evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science and the impact of the pandemic on the scientific communication landscape.
Keywords: Altmetrics; COVID 19; Metadata; Pandemics; Peer review; SARS CoV 2; Scientific publishing; Twitter

SparseGPT: Massive Language Models Can be Accurately Pruned in One-Shot - Frantar, Elias; Alistarh, Dan (International Conference on Machine Learning, 2023)
We show for the first time that large-scale generative pretrained transformer (GPT) family models can be pruned to at least 50% sparsity in one-shot, without any retraining, at minimal loss of accuracy. This is achieved via a new pruning method called SparseGPT, specifically designed to work efficiently and accurately on massive GPT-family models. We can execute SparseGPT on the largest available open-source models, OPT-175B and BLOOM-176B, in under 4.5 hours, and can reach 60% unstructured sparsity with negligible increase in perplexity: remarkably, more than 100 billion weights from these models can be ignored at inference time. SparseGPT generalizes to semi-structured (2:4 and 4:8) patterns, and is compatible with weight quantization approaches. The code is available at: https://github.com/IST-DASLab/sparsegpt.

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

Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality - Francis, Becky; Hodgen, Jeremy; Craig, Nicole; Taylor, Becky; Archer, Louise; Mazenod, Anna; Tereshchenko, Antonina; Connolly, Paul (Teaching and Teacher Education, 2019)
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.
Keywords: _C:Ireland IRL; _C:Pakistan PAK; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

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

Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Springer Nature, 2014)
Keywords: Final_citation

Students’ Use of and Engagement with ICT at Home and School - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Preparing for Life in a Digital Age, 2014)
Keywords: Final_citation

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

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

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

Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean - Foster, David K; Foster, Dean P (Reading Psychology, 2014)
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
Keywords: _Added to LR; _G:reviewed