The Impact of GIS-Supported Teacher Allocation in Sierra Leone - EdTech Hub; Education Commission; Fab Inc. (EdTech Hub, 2022)
Keywords: _C:Sierra Leone SLE

Curated Tools for Teacher Continuous Professional Development - EdTech Hub (EdTech Hub, 2021)
EdTech Hub has created curated lists of teacher professional development (TPD) tools along with evidenced-based advice on how to effectively use them. Because, of course, it’s not only which tool you choose, but how you use it that will determine whether it will lead to better teaching and learning.

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)

The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania - EdTech Hub (EdTech Hub, 2022)
The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania In partnership with Aga Khan University and Tanzania Institute of Education Country: Tanzania | Topic Area: Teacher Continuous Professional Development (TCPD) Project summary The study researches effective and cost-effective sustainable, technology-supported, decentralised, and school-based Teacher Continuous Professional Development (TCPD) models to improve learning outcomes in rural primary…

Students' potential abilities as correlates of self-employment start-up intentions: Evidence from private sector-led technical and vocational education institutions in Nigeria - Edokpolor, James Edomwonyi; Abusomwan, Vero Iyalekhue (International Journal of Learning, Teaching and Educational Research, 2019)
© 2019 Society for Research and Knowledge Management. All rights reserved. The current study examines the correlation between technical and vocational education and training (TVET) students' potential abilities and self-employment start-up intentions. The participants of the survey were 209 students of TVET institutions in Nigeria. Using a Bivariate Pearson Correlation Matrix and Simple Linear Regression tests of relationships, the results revealed a significant relationship between TVET students' potential abilities and self-employment start-up intentions. More specifically, the results revealed significant correlations among potential abilities (e.g., creativity and innovation skills, ICT functional literacy and numeracy skills, communication and collaboration skills, critical thinking and problem solving skills) and the intentions of TVET students to venture into self-employment upon graduation. The results also revealed significant correlations among potential abilities (e.g., managerial and leadership skills, flexibility and adaptability skills, lifelong learning and self-direction skills) and the intentions of TVET students to venture into self-employment upon graduation. Contrarily, the results revealed that there is no significant correlations among potential abilities (e.g., social and cross-cultural skills, desirability and feasibility skills) and the intentions of TVET students to venture into self-employment upon graduation. Implications, limitations and logical conclusions were spotted out in the study.

You get what you pay for: Schooling incentives and child labor - Edmonds, Eric V.; Shrestha, Maheshwor (Journal of Development Economics, 2014)

Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ - Editorma (Caribbean News Global, 2020)

Welcome to Implementation Science - Eccles, Martin P.; Mittman, Brian S. (Implementation Science, 2006)
Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.

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

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

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr (Journal of Development Economics, 2021)

Playing with the Multiple Intelligences: How Play Helps Them Grow - Eberle, Scott G (American Journal of Play, 2011)
Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.
Keywords: ⛔ No DOI found

The Elements of Play: Towards a Philosophy and Definition of Play - Eberle, Scott G (American Journal of Play, 2014)
Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
Keywords: ⛔ No DOI found

Traditional eye medicine practice in Benin-City, Nigeria - Ebeigbe, JA (Southern African Optometrist, 2013)
The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:payment; P:healers; P:media; T:Formal apprenticeship; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Children's travel to school—the interaction of individual, neighbourhood and school factors - Easton, Sue; Ferrari, Ed (Transport Policy, 2015)
The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
Keywords: Active transport; Mode of travel; Motorised transport; Multilevel model; Pupils; Secondary; Sociospatial; Travel to school

The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor - Easterly, William (Hachette UK, 2013)
In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Developing countries; Economic aspects; Economic policy; Political Science / Political Economy; Poverty; Social aspects

Outcome mapping: building learning and reflection into development programs - Earl, Sarah; Carden, F.; Patton, Michael Quinn; Smutylo, Terry (International Development Research Centre, 2001)
Keywords: Assistance technique; Community development; Coopération internationale; Développement communautaire; Economic development projects; Evaluation; Evaluation research (Social action programs); International cooperation; Projets de développement économique; Technical assistance; Évaluation; Évaluation de programme

Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana - Dzisi, Smile; Odoom, Franklin Dodzi; Gligah, Bernice (International Journal of Economics and Business Research, 2018)
Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:Training; Z:Education; Z:Entrepreneurial skills; Z:Entrepreneurs; Z:Innovation; Z:Practical sessions; Z:Students; Z:Training; _C:Ghana GHA; publicImportV1

Online initial teacher education: a systematic review of the literature - Dyment, Janet E.; Downing, Jillian Jane (Asia-Pacific Journal of Teacher Education, 2020)
This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.
Keywords: Online; blended; initial teacher education; pre-service; systematic review; teacher education

A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses - Duys, R.; Duma, S.; Dyer, R. (Southern African Journal of Anaesthesia and Analgesia, 2017)
© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:outcomes; F:pedagogy; F:teaching; F:teaching method; P:health; P:media; P:nurse; P:service industry; P:services; Q:e-learning; T:Ausbildung; T:Training; T:work-based learning; Z:Anaesthesia nurse; Z:Nurse education; Z:Short Message Service (SMS); Z:eLearning; Z:mLearning; _C:Australia AUS; _C:Iran IRN; _C:Ireland IRL; _C:Kenya KEN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Lessons Learned from Online PLCs of Rural STEM Teachers - Durr, Tony; Kampmann, Jennifer; Hales, Patrick; Browning, Larry (The Rural Educator, 2020)
This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.

Social Discourse Influencing Elementary Teachers' Cognition and Metacognition for Problem Solving in Open-Ended Professional Development. - Durley, Hui-Chen K.; Ge, Xun (New Waves-Educational Research and Development Journal, 2019)
Keywords: _C:Mexico MEX; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Co-design for a Competency Self-assessment Chatbot and Survey in Science Education - Durall, Eva; Kapros, Evangelos (Springer International Publishing, 2020)
This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area.
Keywords: Chatbots; Co-design; Competencies

The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic - Duong, Viet; Pham, Phu; Yang, Tongyu; Wang, Yu; Luo, Jiebo (arXiv:2004.09968 [cs], 2020)
Recently, the pandemic of the novel Coronavirus Disease-2019 (COVID-19) has presented governments with ultimate challenges. In the United States, the country with the highest confirmed COVID-19 infection cases, a nationwide social distancing protocol has been implemented by the President. For the first time in a hundred years since the 1918 flu pandemic, the US population is mandated to stay in their households and avoid public contact. As a result, the majority of public venues and services have ceased their operations. Following the closure of the University of Washington on March 7th, more than a thousand colleges and universities in the United States have cancelled in-person classes and campus activities, impacting millions of students. This paper aims to discover the social implications of this unprecedented disruption in our interactive society regarding both the general public and higher education populations by mining people's opinions on social media. We discover several topics embedded in a large number of COVID-19 tweets that represent the most central issues related to the pandemic, which are of great concerns for both college students and the general public. Moreover, we find significant differences between these two groups of Twitter users with respect to the sentiments they expressed towards the COVID-19 issues. To our best knowledge, this is the first social media-based study which focuses on the college student community's demographics and responses to prevalent social issues during a major crisis.
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning; Computer Science - Social and Information Networks; __C:filed:1; ⛔ No DOI found

Metasynthesis of preservice professional preparation and teacher education research studies - Dunst, Carl J.; Hamby, Deborah W.; Howse, Robin B.; Wilkie, Helen; Annas, Kimberly (Education sciences, 2019)

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
Keywords: ⛔ No DOI found

School readiness and later achievement - Duncan, Greg J; Dowsett, Chantelle J; Claessens, Amy; Magnuson, Katherine; Huston, Aletha C; Klebanov, Pamela; Pagani, Linda S; Feinstein, Leon; Engel, Mimi; Brooks-Gunn, Jeanne; Sexton, Holly; Duckworth, Kathryn; et al. (Developmental Psychology, 2007)
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.

A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa - Dulandas, Reka; Brysiewicz, Petra (African Journal of Emergency Medicine, 2018)
© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CCZ:South Africa; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:media; P:nurse; R:quantitative; R:questionnaire; R:survey; T:Training; Z:Competency needs; Z:Educational needs; Z:Emergency nurses; _C:Australia AUS; _C:Botswana BWA; _C:Ghana GHA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A literature review of emotional intelligence and nursing education - Dugué, Manon; Sirost, Olivier; Dosseville, Fabrice (Nurse Education in Practice, 2021)
Aim The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education Background Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. Design Systematic literature review Methods Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. Results 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. Conclusions This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
Keywords: Emotional intelligence; Health; Nursing education; Performances; Social relationships; Training

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

What Is a “Professional Learning Community”? - DuFour, Richard (2006)
Keywords: ⛔ No DOI found

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

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Keywords: ⛔ No DOI found

The impact of free secondary education: Experimental evidence from Ghana - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Massachusetts Institute of Technology Working Paper, 2017)

The Impact of Free Secondary Education: Experimental Evidence from Ghana. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Working Paper., 2019)

Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment. - Duflo, Esther (National Bureau of Economic Research (NBER) Working Paper, 2000)
Keywords: ⛔ No DOI found

Education, HIV, and Early Fertility: Experimental Evidence from Kenya. - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2015)

Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2011)

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, E.; Dupas, P.; Kremer, M. (Journal of Public Economics, 2015)

The Impact of Education on Fertility and Child Mortality: Do Fathers Really Matter Less Than Mothers? - Duflo, E.; Breierova, L. (NBER Working Paper, 2004)
Keywords: ⛔ No DOI found

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2021)
Keywords: C:Ghana; _C:Ghana GHA

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
Keywords: C:Ghana; __C:filed:1

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Keywords: ⛔ No DOI found

(untitled) - Duflo (2017)
Keywords: auto_merged

The Art of Feature Engineering: Essentials for Machine Learning - Duboue, P.; Eisenstein, J. (Cambridge University Press, 2020)

Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico. - Dubois, Pierre; Janvry, Alain De; Sadoulet, Elisabeth (Journal of Labor Economics, 2012)

Early primary literacy instruction in Kenya - Dubeck, M.M.; Jukes, M.C.H.; Okello, G. (Comparative Education Review, 2012)

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, M.M.; Jukes, M.C.H.; Brooker, S.J.; Drake, T.L.; Inyega, H.N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. - Dube, Zinhle Thabisile Angeline (2019)
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:China CHN; _C:Finland FIN; _C:India IND; _C:Kenya KEN; _C:Mozambique MOZ; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Portugal PRT; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Rigor in information systems positivist case research: current practices, trends, and recommendations - Dube ́, L; Par‍‍‍é, G (MIS Quarterly, 2003)

Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators. - Du Plessis, Joy; Muzaffar, Irfan (EQUIP1, 2010)
Keywords: ⛔ No DOI found

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Keywords: _C:Sierra Leone SLE

Methods for the economic evaluation of health care programmes - Drummond, M.F.; Sculpher, M.J.; Torrance, G.W.; O'Brien, B.J.; Stoddart, G.L. (Oxford University Press, 2005)

The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy - Drossel, Kerstin; Eickelmann, Birgit (Springer, 2017)
Keywords: __C:filed:1

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
Keywords: _C:Australia AUS; _C:China CHN; _C:India IND; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. - Drennan, Gail; Moll, Ian (Electronic Journal of e-Learning, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

Promising practices for equitable remote learning Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Correa, Javier Santiago Ortiz (2020)

Critical understandings of digital technology in education meta-connective pedagogy - Dreamson, Neal (2021)

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.

Global school feeding sourcebook: lessons from 14 countries - Drake, Lesley; Woolnough, Alice; Bundy, Donald; Burbano, Carmen (world scientific, 2016)

DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness - DQ Institute (2019)

The outcomes of sexting for children and adolescents: A systematic review of the literature - Doyle, Caoimhe (Journal of Adolescence, 2021)
Introduction Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents. Methods Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts. Results Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others & reputational outcomes), and systems-level (distribution/public exposure of sexting content). Conclusions Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.
Keywords: Adolescents; Children; Cybersex; Final_citation; Review; Sexting; anystyle; existing

Places to go: Connectivism & connective knowledge - Downes, Stephen (Innovate: Journal of Online Education, 2008)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Why Publish a Systematic Review: An Editor’s and Reader’s Perspective - Dowd, Alicia C.; Johnson, Royel M. (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice.

Mitigating the wider health effects of covid-19 pandemic response - Douglas, Margaret; Katikireddi, Srinivasa Vittal; Taulbut, Martin; McKee, Martin; McCartney, Gerry (BMJ, 2020)
Keywords: __C:filed:1

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten - Doss, Christopher; Fahle, Erin; Loeb, Susanna; York, Ben (2017)

A Topic is Not a Theme: Towards a Contextualised Approach to Topic Modelling - Doogan, Caitlin (Monash University, 2022)

How students learn: Science in the classroom - Donovan, M.S.; Bransford, J.D. (National Academies Press, 2005)

Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice - Donnelly, Roisin (Journal of Learning for Development, 2021)
This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.
Keywords: co-evolution; pedagogic inquiry; scholarship; teaching excellence; ⛔ No DOI found

Automatic Teacher Modeling from Live Classroom Audio - Donnelly, Patrick J.; Blanchard, Nathan; Samei, Borhan; Olney, Andrew M.; Sun, Xiaoyi; Ward, Brooke; Kelly, Sean; Nystran, Martin; D'Mello, Sidney K. (Association for Computing Machinery, 2016)
We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question & Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.
Keywords: _C:Canada CAN; _C:Congo, Republic COG; _C:United States USA; __C:filed:1; __C:scheme:1; automatic feedback; classroom discourse; dialogic instruction; educational data mining; speech recognition

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)

PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies - Dong, Nianbo; Maynard, Rebecca (Journal of Research on Educational Effectiveness, 2013)
This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., ﬁxed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-deﬁned minimum detectable effect sizes.

Unintended consequences of English school stock energy-efficient retrofit on cognitive performance of children under climate change - Dong, J.; Schwartz, Y.; Korolija, I.; Mumovic, D. (Building and Environment, 2024)
School building stock retrofit forms a key part of UK’s commitment to net-zero carbon target by 2050. However, with a changing climate, the retrofit of school buildings may have unintended consequences on classroom thermal environments and cognitive performance of children in non-heating seasons. This paper aims to quantify the impact of school stock retrofit in accordance with increasingly tightening energy efficiency regulatory requirements on cognitive performance of English children, while also exploring the potential adaptation measures under climate change. The results indicate that English schools that undergo envelope insulation exhibit higher Cognitive Performance Loss (CPL) of children compared to their original conditions. Passive climate adaptation measures, especially increased daytime ventilation rate was found to be an effective strategy for mitigating the impact of climate change on cognitive performance. However, the benefits of passive measures will diminish as the climate warms, while air conditioning will be required to maintain cognitive performance loss at relatively low levels. In addition to the reduction of heating load, envelope insulation can provide benefits for English schools in cooler climatic regions from both cognitive performance and energy point of view. The study calls for the CPL to be added as one of the key performance indicators when considering the long-term impact of climate change on schools. This would enable policy makers and relevant stakeholders to make more holistic decisions regarding school stock retrofit while ensuring that classrooms are conducive to learning.
Keywords: _z:class:countries

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

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)

Developing soft skills through project-based learning in technical and vocational institutions - Dogara, Gimba; Bin Saud, Muhammad Sukri; Bin Kamin, Yusri; Bin Abd Hamid, Mohd Zolkifli; Bin Nordin, Mohd Safarin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis - Doğan, Yunus; Batdı, Veli (Journal of Learning for Development, 2021)
An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
Keywords: academic achievement; brainstorming; creativity; meta-thematic analysis; thinking skills; ⛔ No DOI found

Meeting agenda matters: promoting reflective dialogue in teacher communities - Dogan, Selcuk; Yurtseven, Nihal; Tatık, Ramazan Şamil (Professional Development in Education, 2018)
(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
Keywords: _C:Australia AUS; _C:Lebanon LBN; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review - Dogan, Selcuk; Pringle, Rose; Mesa, Jennifer (Professional Development in Education, 2016)
The purpose of this article is to provide a review of empirical studies investigating the impact of professional learning communities (PLCs) on science teachers’ practices and knowledge. Across 14 articles that satisfied the definition we embraced, most were devoted to the change in science teaching practices, disciplinary content knowledge (DCK) and pedagogical content knowledge (PCK) of K–12 science teachers. Although a small number of studies have implicit focus on comparing measures of student learning, we set out to examine the studies in science education and present how teachers engaged in PLCs focusing on examining and exploring strategies to promote student learning. Analysis of the related studies resulted in the following: PLCs can help teachers increase their PCK and DCK; increases in PCK and DCK may facilitate the change in teacher practices from traditional into more inquiry-based approaches; science teachers collaboratively focusing on student learning in PLCs are more likely to change their practice; and studies do not embrace student learning as an essential feature of PLCs. Methodological flaws and future directions along with implications for science teachers’ professional development are discussed.
Keywords: professional development; professional learning communities; science education; teacher knowledge; teacher practice

Which World Bank Reports are Widely Read? - Doemeland, Doerte; Trevino, James (Policy Research Working Papers, 2014)

Open and distance learning for health: supporting health workers through education and training - Dodds, T (Open Learning: The Journal of Open, Distance and e-Learning, 2011)
This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:health; P:measurement; Q:ODEL; Q:distance learning; Q:e-learning; Q:open educational resources; Q:open learning; T:Ausbildung; T:Training; T:continuing education; publicImportV1

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

Skills Training & Certification for Refugees in Uganda - DIT Uganda (2018)
Skills Training & Certification for Refugees in Uganda

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
Keywords: _C:Sierra Leone SLE

Sierra Leone National Innovation and Digital Strategy - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Keywords: _C:Sierra Leone SLE

Sierra Leone turns to technology and analytics to put quality back into education - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More
Keywords: _C:Sierra Leone SLE

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (2019)
Keywords: _C:Sierra Leone SLE

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
Keywords: _C:Sierra Leone SLE

Dimensions - A Collaborative Approach to Enhancing Research Discovery - Dimensions Resources; Adams, Jonathan; Phill Jones; Porter, Simon; Szomszor, Martin; Draux, Hélène; Osipov, Igor (2018)
Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities. This report takes a closer look at some of the research insights that can be gathered using the new Dimensions platform, with a focus on the benefits of its collaborative approach to development.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

A Guide to the Dimensions Data Approach - Dimensions Resources (2019)
Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. This document provides an overview of the Dimensions content.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics. - Dillon, Moira R.; Kannan, Harina; Dean, Joshua T.; Spelke, Elizabeth S.; Duflo, Esther (2017)

Principles for Digital Development - Digital Impact Alliance (Principles for Digital Development, 2021)
Resources & Expertise for the Digital Principles
Keywords: ___duplicate_item; auto_merged

Child Rights Impact Assessment - A tool to realise children’s rights in the digital environment - Digital Futures Commission (2021)
Keywords: Final_citation

Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen - Die Bundesregierung (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; publicImportV1

Beginning literacy with language: Young children learning at home and school. - Dickinson, David K; Tabors, Patton O (Brookes Publishing Co., 2000)

Do the maths: An analysis of the gender gap in mathematics in Africa - Dickerson, Andy; McIntosh, Steven; Valente, Christine (Economics of Education Review, 2015)

Defining and Quantifying National-Level Targets, Indicators and Benchmarks for Management of Natural Resources to Achieve the Sustainable Development Goals - Dickens, Chris; Smakhtin, Vladimir; McCartney, Matthew; O’Brien, Gordon; Dahir, Lula (Sustainability, 2019)
The 2030 Agenda for Sustainable Development, the Sustainable Development Goals (SDGs), are high on the agenda for most countries of the world. In its publication of the SDGs, the UN has provided the goals and target descriptions that, if implemented at a country level, would lead towards a sustainable future. The IAEG (InterAgency Expert Group of the SDGs) was tasked with disseminating indicators and methods to countries that can be used to gather data describing the global progress towards sustainability. However, 2030 Agenda leaves it to countries to adopt the targets with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. At present, guidance on how to go about this is scant but it is clear that the responsibility is with countries to implement and that it is actions at a country level that will determine the success of the SDGs. Reporting on SDGs by country takes on two forms: i) global reporting using prescribed indicator methods and data; ii) National Voluntary Reviews where a country reports on its own progress in more detail but is also able to present data that are more appropriate for the country. For the latter, countries need to be able to adapt the global indicators to fit national priorities and context, thus the global description of an indicator could be reduced to describe only what is relevant to the country. Countries may also, for the National Voluntary Review, use indicators that are unique to the country but nevertheless contribute to measurement of progress towards the global SDG target. Importantly, for those indicators that relate to the security of natural resources security (e.g., water) indicators, there are no prescribed numerical targets/standards or benchmarks. Rather countries will need to set their own benchmarks or standards against which performance can be evaluated. This paper presents a procedure that would enable a country to describe national targets with associated benchmarks that are appropriate for the country. The procedure builds on precedent set in other countries but in particular on a procedure developed for the setting of Resource Quality Objectives in South Africa. The procedure focusses on those SDG targets that are natural resource-security focused, for example, extent of water-related ecosystems (6.6), desertification (15.3) and so forth, because the selection of indicator methods and benchmarks is based on the location of natural resources, their use and present state and how they fit into national strategies.
Keywords: Author:OpenDevEd; SDGs; benchmark; goal; natural resources; resource security; standard; target; water resources

Pervasive human-driven decline of life on Earth points to the need for transformative change - Díaz, Sandra; Settele, Josef; Brondízio, Eduardo S.; Ngo, Hien T.; Agard, John; Arneth, Almut; Balvanera, Patricia; Brauman, Kate A.; Butchart, Stuart H. M.; Chan, Kai M. A.; Garibaldi, Lucas A.; Ichii, Kazuhito; et al. (Science, 2019)
The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration.
Keywords: Final_citation

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)

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

SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs - Dial (2019)
Keywords: Final_citation; cited; existing

Strengthening the Governance of Skills Systems: Lessons from Six OECD Countries - Di Maio, Gina; Seitzl, Lina; Unterweger, Daniel Franz (2020)
Keywords: Final_citation; ⛔ No DOI found

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
Keywords: ⛔ No DOI found

Role of artificial intelligence in operations environment: a review and bibliometric analysis - Dhamija, Pavitra; Bag, Surajit (The TQM Journal, 2020)

Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education Policy in Developing Countries, 2013)

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)

DFID Digital Strategy - DFID (2018)

DFID Education Policy: Get Children Learning - DFID (2018)

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
Keywords: ⛔ No DOI found

DFID Ethical guidance for research evaluation and monitoring activities [interactive version] - DFID (2019)

DFID Ethics Principles for Research and Evaluation - DFID (2011)

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)
Keywords: _C:Sierra Leone SLE

Reducing Physical Violence Toward Primary School Students With Disabilities - Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak (Journal of Adolescent Health, 2018)
Purpose We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. Methods We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. Results At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. Conclusions The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.
Keywords: Adolescents; Children; Disabilities; Physical abuse; School-based interventions; Uganda; Violence

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)

Social protection responses to the COVID-19 lockdown in South Africa - Devereux, Stephen (The Conversation, 2020)
Several groups of people are at high risk of hardship, especially those who have effectively become unemployed because of the lockdown.

Data for development: What’s next? Concepts, trends and recommendations for German development cooperation - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH (2017)
Keywords: Final_citation

Calculating the Educational Impact of COVID-19: Closed Schools, Lost learning, Unequal Impact | SharEd - DeStefano, Joe (2020)

Mapped: The Median Age of the Population on Every Continent - Desjardins, Jeff (Visual Capitalist, 2019)
This chart takes a look at the median age of every continent, while also breaking down the youngest and oldest countries in the world.

A Primer on Effective Professional Development - Desimone, Laura M. (Phi Delta Kappan, 2011)

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

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

A review of research on teacher competencies in higher education - Dervenis, Charalampos; Fitsilis, Panos; Iatrellis, Omiros (Quality Assurance in Education, 2022)
Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.
Keywords: Competencies; Higher education; Quality education; Skills; Teacher effectiveness; Teacher quality

Evaluation of outcome-based accounting education and training in selected colleges in West Oromia, Ethiopia - Deresse Mersha Lakew; Mohammed Getahun Musa (Business, Management and Education, 2019)
Purpose: The demand for accountants is increasing from time to time because of the increase in the complexity of the business environment. Higher education institutions are responsible for producing well qualified and ethical accountant required by different organisations. Specifically, Technical and Vocational education and Training (TVET) colleges play a great role in training middle and lower level accountant in Ethiopia. However, academicians, practitioner and employers are raising concern on the excellence and significance of training given in TVET colleges. The objective of this research is to evaluate the education and training in accounting offered by public and private colleges in West Oromia region, Ethiopia. Research Methodology: This study used the cross-sectional survey to obtain the opinion of the trainee, trainers and college deans on how TVET in accounting program is performing about each of the components of CIPP model and identify the knowledge and skill gap as compared to the actual work environment. Both descriptive and inferential statistical tools were used in the analysis. Findings: Examination of the existing TVET in accounting curriculum found that it has a limitation concerning relevance and content. The study further found that there is a lack of sufficient inputs such as an adequate number of qualified trainers, computers and Reference books. Trainers mainly use lecture methods, and there are various problems associated with continuous and summative evaluation. Therefore, it is recommended that the existing curriculum should be revisited, sufficient training inputs should be availed and cooperative training should be strengthened.Research Limitations: This research is based on the respondent’s opinion from a limited part of the country. The nationwide survey is required to conclude at the country level. Practical Implication: the finding and recommendation given in this study can be used in strengthening TVET in accounting education and training in Ethiopia. Originality / Value: Previous studies investigated the challenges of TVET education and training in general terms, and this specific study which focuses on TVET in accounting is the first attempt in Ethiopia.

Department of Education Statistical Digest - Department of Education (Government of St. Lucia, 2016)

2020 Draft Framework for Curriculum Recovery Post COVID-19 - Department of Basic Education (Department of Basic Education, South Africa, 2020)

Idea to Retire: Decentralized IT Governance - Denford, J. (2016)
Keywords: Final_citation; anystyle; existing

Covid-19 Practice in Primary Schools in Ireland Report: A Two-month Follow-up - Dempsey, Majella; Burke, Jolanta (2020)
This research report looks at leadership and wellbeing in Primary Schools two months after the COVID-19 school closures, in total 939 leaders completed the survey. It follows a previous report on practice in Primary Schools two weeks after school closures (Burke and Dempsey, 2020). It reports on the changes in communication, concerns and wellbeing from week two to month two after the COVID-19 school closure; the wellbeing of school leaders in the middle of the COVID-19 school closure; and, investigates the intricacies in wellbeing between teaching and administrative principals, given that their daily duties differ significantly. Quantitative data was analysed using SPSS, and qualitative data was analysed using MAXQDA. It found that principals are adapting to the impact of the pandemic, both professionally and personally, however there have been significant challenges noted. It was noted that social wellbeing is the biggest challenge for principals, however seven out of 10 principals have taken specific actions to address this challenge during the lockdown. Lack of time was an issue for those principals who have not taken positive action regarding their wellbeing, with some fulfilling multiple professional and personal roles. While there have been challenges associated with the adaptation and implementation of new online practices, and some schools lack technology, there has been a positive move to online learning.

Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis - Dembélé, Martial; Miaro-II, Be Rammaj (Citeseer, 2003)
Keywords: ⛔ No DOI found

From the Field: Education Research During a Pandemic - DeMatthews, David; Knight, David; Reyes, Pedro; Benedict, Amber; Callahan, Rebecca (Educational Researcher, 2020)
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19.
Keywords: __C:filed:1

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

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

On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia - Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo; Hernandez-Fernandez, Jimena (International Journal of Educational Development, 2015)
This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5% in South West Asia.
Keywords: Early marriage; Empowerment; Instrumental variable; South West Asia; Sub-Saharan Africa; Women education

Predicting and resolving non-completion in higher (online) education – A literature review - Delnoij, Laurie E. C.; Dirkx, Kim J. H.; Janssen, José P. W.; Martens, Rob L. (Educational Research Review, 2020)
Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
Keywords: Higher education; Intervention; Non-completion; Predictors; Review

Working From Home Under COVID-19: Who Is Affected? Evidence From Latin American and Caribbean Countries - Delaporte, Isaure; Pena, Werner (Social Science Research Network, 2020)
Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7% in Guatemala to 16% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic.
Keywords: COVID-19; Demographics; Employment; Teleworking

Framing the News:From Human Perception to Large Language Model Inferences - del Barrio, David Alonso; Gatica-Perez, Daniel (2023)
Identifying the frames of news is important to understand the articles' vision, intention, message to be conveyed, and which aspects of the news are emphasized. Framing is a widely studied concept in journalism, and has emerged as a new topic in computing, with the potential to automate processes and facilitate the work of journalism professionals. In this paper, we study this issue with articles related to the Covid-19 anti-vaccine movement. First, to understand the perspectives used to treat this theme, we developed a protocol for human labeling of frames for 1786 headlines of No-Vax movement articles of European newspapers from 5 countries. Headlines are key units in the written press, and worth of analysis as many people only read headlines (or use them to guide their decision for further reading.) Second, considering advances in Natural Language Processing (NLP) with large language models, we investigated two approaches for frame inference of news headlines: first with a GPT-3.5 fine-tuning approach, and second with GPT-3.5 prompt-engineering. Our work contributes to the study and analysis of the performance that these models have to facilitate journalistic tasks like classification of frames, while understanding whether the models are able to replicate human perception in the identification of these frames.
Keywords: Computer Science - Computation and Language; Computer Science - Human-Computer Interaction

Guidance Note on Qualitative Research in Education: Considerations for Best Practice - DeJaeghere, J; Morrow, V; Richardson, D; Schowengerdt, B; Hinton, R; Muñoz Boudet, A (Department for International Development, prepared for Building Evidence in Education (BE2), 2020)
This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.

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

TVET System Research - Deissinger, Thomas (Areas of Vocational Education Research, 2014)
Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Dual System; Vocational Pathway; Vocational School; Vocational Training; Workplace Learning; publicImportV1

Evaluation of Rural Public Libraries to Address Telemedicine Inequities - DeGuzman, Pamela B.; Siegfried, Zack C.; Leimkuhler, Megan E. (medRxiv, 2020)
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

COVID-19's spring 2020 school closures: The effect on teacher candidates - DeFeo, Dayna; Tran, Trang (Institute of Social and Economic Research, 2020)
In response to the COVID-19 pandemic, Governor Dunleavy mandated that Alaska’s K12 schools closed to in-person instruction; later, these school closures were extended until the end of the 2019-2020 academic year. Across the state, educators worked not only to ensure they met their responsibilities for instruction, but also other key school functions including parent resources, meal services, and social-emotional learning. Concurrently, senior college students in teacher licensure programs at the University of Alaska (UA) were in classrooms fulfilling their clinical experience (student teaching) requirements. During the school closures, students were still “placed” in schools, but the nature of their internship experience changed fundamentally as classes were moved to distance delivery. On March 20, Alaska’s Education Commissioner Michael Johnson announced that the state of Alaska would grant emergency certification to teachers who were unable to complete the required number of clinical placement hours due to COVID-19 school closures. Many of these new graduates will qualify for licensure, but how will the pandemic affect them as they become teachers? In this paper, we explore how teacher candidates perceive their readiness for teaching in the fall, and their career intentions. By comparing survey responses collected from spring 2020 graduates against graduates of spring 2019 (the students who had a “typical” student teaching experience), we find that the 2020 graduating class feels ready for the classroom. However, these new teachers – and those hired from teacher education programs (TEPs) outside of Alaska – will need supports as they transition to teaching.

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

The Reach of the COVID-19 Crisis in Rwanda: Lessons from the RECOVR Survey - Debenedetti, Luciana; Kirke-Smith, Doug; Habarimana Mfura, Jean Leodomir (Innovations for Poverty Action, 2020)
During the COVID-19 pandemic, countries have worked to reduce prevalence as well as to mitigate the socioeconomic impact of lockdown and other measures that have slowed down economic activity. To better understand the impact of the crisis on the Rwandan population, IPA ran the first round of our RECOVR survey in Rwanda from June 4-12. Similar to our approach in other RECOVR countries, we surveyed 1,482 respondents on a number of health, economic, and education outcomes by randomly dialing phone numbers in a sample that is representative of the set of active mobile phone numbers held by adults in Rwanda. A large portion of our respondents live in Kigali, the average age of the sample is 30, and 37 percent of respondents are female.This blog post summarizes the key findings and their policy implications. More information about the RECOVR survey, a cross-country panel survey that is tracking the socioeconomic impacts of COVID-19 over time in nine countries, is available here.

Bitcoin's growing energy problem - De Vries, Alex (Joule, 2018)

Cryptocurrencies on the road to sustainability: Ethereum paving the way for Bitcoin - De Vries, Alex (Patterns, 2023)
Keywords: _yl:b

The growing energy footprint of artificial intelligence - De Vries, Alex (Joule, 2023)
Keywords: _yl:a

The 2020 World Bank education strategy: Nothing new, or the same old gospel - De Siqueira, Angela C. (The World Bank and Education, 2012)
Keywords: Final_citation

AI Insights: A Case Study on Utilizing ChatGPT Intelligence for Research Paper Analysis - De Silva, Anjalee; Wijekoon, Janaka L.; Liyanarachchi, Rashini; Panchendrarajan, Rrubaa; Rajapaksha, Weranga (arXiv, 2024)
This paper discusses the effectiveness of leveraging Chatbot: Generative Pre-trained Transformer (ChatGPT) versions 3.5 and 4 for analyzing research papers for effective writing of scientific literature surveys. The study selected the Application of Artificial Intelligence in Breast Cancer Treatment as the research topic. Research papers related to this topic were collected from three major publication databases Google Scholar, Pubmed, and Scopus. ChatGPT models were used to identify the category, scope, and relevant information from the research papers for automatic identification of relevant papers related to Breast Cancer Treatment (BCT), organization of papers according to scope, and identification of key information for survey paper writing. Evaluations performed using ground truth data annotated using subject experts reveal, that GPT-4 achieves 77.3% accuracy in identifying the research paper categories and 50% of the papers were correctly identified by GPT-4 for their scopes. Further, the results demonstrate that GPT-4 can generate reasons for its decisions with an average of 27% new words, and 67% of the reasons given by the model were completely agreeable to the subject experts.
Keywords: Computer Science - Artificial Intelligence

Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment - De Neve, Jan-Walter; Fink, Günther; Subramanian, S V; Moyo, Sikhulile; Bor, Jacob (The Lancet Global Health, 2015)
Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.

Vocational Training and the Informal Economy - de Largentaye, Armand Rioust (Promoting Pro-poor Growth: Employment, 2009)
Keywords: ⛔ No DOI found

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

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.

Computer simulations - technological advances in inquiry learning - de Jong, T. (Science, 2006)

Teaching With the Test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Schools in Argentina. - de Hoyos; Rafael, Alejandro Ganimian; Holland, Peter (World Bank Economic Review, 2019)

The Impact of an Accountability Intervention With Diagnostic Feedback: Evidence from Mexico (English) - de Hoyos Navarro, E.Rafael; Moreno, Vincente A.Garcia; Patrinos, Harry Anthony (The Quarterly Journal of Economics, 2015)
Keywords: ⛔ No DOI found

Quality Education in Rwanda: A Critical Analysis of Quality Indicators - de Dieu, Habyarimana Jean; Theogene, Hashakimana; Philothere, Ntawiha; Ke, Zhou (2020)
Keywords: ⛔ No DOI found

Summer Schools Programme for Disadvantaged Pupils: Key findings for Schools Research report - Day, Laurie; Martin, Kerry; Sharp, Caroline; Gardner, Rachel; Barham, Jo (Department for Education, 2013)
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia - Dawson, Angela; Joof, Balla Musa (Education for Health: Change in Learning and Practice, 2005)
Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor & Francis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; 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 context; F:curriculum; F:learning; P:health; P:health professionals; P:nurse; Q:ICT; Q:e-learning; R:evaluation; R:interview; T:Ausbildung; T:Training; T:work-based learning; Z:Community health nurses; Z:Computer based training developing contexts; Z:Health worker education and training; Z:computer based training developing contexts; Z:health worker education and training; publicImportV1

Outreach Activities by Universities as a Channel for Science Communication - Davis, Lloyd Spencer (Communicating Science to the Public, 2014)
Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.

Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique - Davis, Kristin E.; Ekboir, Javier; Spielman, David J. (The Journal of Agricultural Education and Extension, 2008)
This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.

The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control - Davis, Emma E.; Pitchford, Nicola J.; Limback, Ellie (British Journal of Psychology, 2011)

Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone - Davis, Edward; Berry, Chris (Global Partnership for Education, 2020)
Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic.
Keywords: _C:Sierra Leone SLE

The Learnership Model of Workplace Training and Its Effective Management: Lessons Learnt from a Southern African Case Study - Davies, Theresa-Anne; Farquharson, Fiona (Journal of Vocational Education & Training, 2004)
Since 1998, the "Learnership" model of workplace training has been promoted in South Africa as a creative vehicle for addressing high unemployment rates and a serious skills shortage. This is achieved through fast-tracking the acquisition of skills and increasing a learner's chances of employment. However, because learnerships are a recent innovation, the body of applied knowledge is small. This article aims to contribute to what is known through examining a series of pilot projects, implemented between 1997 and 2001 in KwaZulu-Natal. A key finding concerns how learnerships are managed: the effective delivery of a learnership programme and of its outcomes requires the involvement of key stakeholders from the outset, role clarity and a carefully structured and monitored process of implementation. Using a case study approach, this article situates learnerships within the context of workplace training; explores four key lessons learnt and presents a proposed model of effective learnership management. (Contains 2 tables, 2 figures and 4 notes.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:outcomes; P:measurement; R:case study; T:Lehrlingsausbildung; T:TVET; T:Training; Z:Apprenticeships; Z:Case Studies; Z:Education Work Relationship; Z:Foreign Countries; Z:Job Skills; Z:Job Training; Z:Labor Market; Z:Models; Z:Pilot Projects; Z:Skill Development; Z:Vocational Education; Z:Work Experience; publicImportV1

Special Education in Mainstream Schools: Guidance Report - Davies, Kath; Henderson, Peter (Education Endowment Foundation, 2020)

Starting from scratch: Critical reflections on an educational reform programme in St Vincent and the Grenadines - Davies, John Dwyfor; Lee, John (2010)
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

An analysis of the impact of the Accelerated Learning Project with year 11 students in Bristol schools, Bristol City Council - Davies, John Dwyfor; Last, Kathryn; Smart, Dean (2020)
1.1 Context In the summer of 2005, thirty-six per cent of Year 11 pupils in the City of Bristol Local Authority (LA) schools achieved 5 or more GCSE A*-C grades compared to the national average of 57%, with other further indicators of under performance. This resulted in considerable disquiet locally and much negative media interest. Bristol is England‟s eighth largest city and is the biggest population centre in the South West government region. Areas of the City are very multicultural, with about 10% of young Bristolians having English as an additional language. The regional importance, and service industry/financial base, of the city attracts a higher than average number of graduates to employment in greater Bristol, but conversely 28% of adults locally have limited or no qualifications. Some districts enjoy considerable wealth and 24% of the regions employment is centred here, with the local unemployment figure below the national average at 3.1% of the working age population. There are also pockets of extreme socio-economic deprivation, with some wards within the bottom percentage point of the most socio-economically deprived districts in England. 75% of Bristol 11-16 year olds are educated in the LA secondary schools, with the remainder educated in the schools of neighbouring LAs or in the large local independent sector.
Keywords: Marginalised; _AcademicRecoveryOECS; ⛔ No DOI found

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Using Machine Learning to Analyze Physical Causes of Climate Change: A Case Study of U.S. Midwest Extreme Precipitation - Davenport, Frances V.; Diffenbaugh, Noah S. (Geophysical Research Letters, 2021)
Abstract While global warming has generally increased the occurrence of extreme precipitation, the physical mechanisms by which climate change alters regional and local precipitation extremes remain uncertain, with debate about the role of changes in the atmospheric circulation. We use a convolutional neural network (CNN) to analyze large‐scale circulation patterns associated with U.S. Midwest extreme precipitation. The CNN correctly identifies 91% of observed precipitation extremes based on daily sea level pressure and 500‐hPa geopotential height anomalies. There is evidence of increasing frequency of extreme precipitation circulation patterns (EPCPs) over the past two decades, although frequency changes are insignificant over the past four decades. Additionally, we find that moisture transport and precipitation intensity during EPCPs have increased. Our approach, which uses deep learning visualization to understand how the CNN predicts EPCPs, advances machine learning as a tool for providing insight into physical causes of changing extremes, potentially reducing uncertainty in future projections. , Plain Language Summary Extreme precipitation and flooding cause widespread impacts on human society. While global warming has increased the occurrence of these damaging events, there is still uncertainty about how climate change will affect precipitation and flooding, making it difficult to adequately prepare for future hazards. We use machine learning to understand why extreme precipitation is becoming more common in the U.S. Midwest by analyzing the atmospheric circulation patterns during extreme precipitation events. Our results show that there is heavier precipitation when extreme precipitation patterns occur, but the patterns themselves have not changed significantly in frequency over the past four decades. Our method could be used to better understand changes in extreme events in the Midwest and in other regions of the world. , Key Points We use a neural network to predict extreme precipitation from daily sea level pressure and 500‐hPa geopotential height fields Increasing Midwest extreme precipitation is linked to increasing moisture transport and precipitation during specific circulation patterns Our method is generalizable to studying how climate change affects the physical causes of various types of extreme events in other regions
Keywords: _z:no_pdf

Etude de cas sur l'intégration des tablettes et du tableau blanc interactif dans un établissement primaire genevois: facteurs d'appropriation chez les enseignants - Dauve-Raeis, Véronique Evelyne Célia (University of Geneva, 2018)
Keywords: _C:Canada CAN; _C:France FRA; _C:Georgia GEO; _C:Portugal PRT; _C:Saudi Arabia SAU; _C:Sweden SWE; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Pupil Learning with Digital Tablet in Classroom - Dauphin, Anyck (Journal of Economics and Economic Education Research, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation - Datnow, Amanda; Castellano, Marisa (American Educational Research Journal, 2000)
Success for All (SFA) is a whole-school reform model that organizes resources to focus on prevention and early intervention to ensure that students succeed in reading throughout the elementary grades. In this article we use qualitative data gathered in extensive interviews and observations in two SFA schools to examine how teachers respond to SFA and how their beliefs, experiences, and programmatic adaptations influence implementation. We found that teachers fell into four distinct categories ranging from strong support for SFA to resistance. Support for the reform did not directly correlate with teachers' personal characteristics such as experience level, gender, or ethnic background. Moreover, teachers' levels of support for SFA did not necessarily predict the degree of fidelity with which they implemented it. Almost all teachers made adaptations to the program, in spite of the developers' demands to closely follow the model. Teachers supported the continued implementation of SFA because they believed it was beneficial for students. At the same time many teachers felt that the program constrained their autonomy and creativity. Implications of this study for the future successful implementation of SFA and other externally developed reform models are discussed.

What Does the Evidence Tell Us about ‘Thinking and Working Politically’ in Development Assistance? - Dasandi, Niheer; Laws, Ed; Marquette, Heather; Robinson, Mark (Politics and Governance, 2019)
Keywords: aid effectiveness; development assistance; donors; evidence; governance; politics; thinking and working politically

The implications of the COVID-19 pandemic for policy in relation to children and young people - DARMODY, MERIKE; SMYTH, EMER; RUSSELL, HELEN (ESRI Survey and Statistical Report Series, 2020)
Keywords: ⛔ No DOI found

Using Technology to Support At-Risk Students’ Learning - Darling-Hammond, Linda; Zielezinski, Molly; goldman, shelley (Alliance for Excellent Education, 2014)
Keywords: Final_citation; anystyle; existing

How high-achieving countries develop great teachers - Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea (Stanford Center for Opportunity Pollcy in Education, 2010)

Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge - Darling-Hammond, Linda; Sykes, Gary (education policy analysis archives, 2003)
Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.
Keywords: Program Development; Teacher Qualifications; Teacher Supply and Demand; _C:Argentina ARG; _C:Brazil BRA; _C:Canada CAN; _C:Dominican Republic DOM; _C:Georgia GEO; _C:Singapore SGP; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Research review/teacher learning: What matters - Darling-Hammond, Linda; Richardson, Nikole (Educational leadership, 2009)
Keywords: ⛔ No DOI found

Effective Teacher Professional Development - Darling-Hammond, Linda; Hyler, Maria E; Gardner, Madelyn; Gardner, Madelyn (Learning Policy Institute, 2016)
Keywords: C:United States / International; __C:filed:1; important; ⛔ No DOI found

Effective teacher professional development - Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn (Learning Policy Institute, 2017)
Keywords: ___working_potential_duplicate

Constructing 21st-Century Teacher Education - Darling-Hammond, Linda (Journal of Teacher Education, 2006)
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.

Professional learning in the learning profession - Darling-Hammond, L.; Wei, R.C.; Andree, A.; Richardson, N.; Orphanos, S. (National Staff Development Council, 2009)

Teaching as a profession: Lessons in teacher preparation and professional development - Darling-Hammond, L. (Phi delta kappan, 2005)

Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - Dapi, Léonie N.; Rocklöv, Joacim; Nguefack-Tsague, Georges; Tetanye, Ekoe; Kjellstrom, Tord (Global Health Action, 2010)
Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
Keywords: BE:LMIC; BE:RELEVANT

The Framework for Teaching: Evaluation Instrument - Danielson, C. (The Danielson Group., 2013)

Challenging Systematic Prejudices - An Investigation into Bias Against Women and Girls in Large Language Models - Daniel van Niekerk; María Pérez-Ortiz; John Shawe-Taylor; Davor Orlič; Ivana Drobnjak; Jackie Kay; Noah Siegel; Katherine Evans; Nyalleng Moorosi; Tina Eliassi-Rad; Leonie Maria Tanczer; Wayne Holmes; et al. (UNESCO / IRCAI, 2024)

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

A Model for Wholesale and Retail Assessment Centres in Regulated Occupational Learning in South Africa - Damons, Deonita; Cape Peninsula University of Technology, South Africa; le Grange, Jason J; Mason, Roger B; Louw, Steven W (2019)
South Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable.

Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry - Damasah, SK (College of Art and Built Environment, 2016)
This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.
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:P; CT:T; P:artist; P:construction; T:Formal apprenticeship; T:Training; _C:Ghana GHA; publicImportV1

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Radio: Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery.

Rapid Evidence Review: Radio - Damani, Kalifa; Mitchell, Joel (2020)

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodoETH; ⛔ No DOI found

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Rapid Evidence Review: Accelerated Learning and EdTech - Damani, Kalifa (The EdTech Hub, 2020)

Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism